Foreign Language Curriculum

Transcription

1 Yorkville Community Unit School District 115 Foreign Language Curriculum Spanish and German February, 2014

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3 Yorkville CUSD 115 Foreign Language Curriculum Table of Contents Acknowledgments... 1 Foreign Language SAC Members... 1 Yorkville CUSD 115 Mission Statement... 1 Foreign Language Subject Mission Statement... 1 Proficiency Levels... 1 Explanation of Coding and Numbering... 1 Standards for Foreign Language Learning... 2 Foreign Language Curriculum-at-a-Glance th Grade Spanish Curriculum... 7 Spanish 1 Curriculum Spanish 2 Curriculum Spanish 3 Curriculum Spanish 4 Curriculum German 1 Curriculum German 2 Curriculum German 3 Curriculum German 4 Curriculum Appendix... 33

4 Yorkville CUSD 115 Mission Statement Cultivating Learners Who Enrich Society Foreign Language Subject Mission Statement The Yorkville Foreign Language program cultivates global citizens and communicators who pursue lifelong language learning through authentic application, exploration, collaboration, and reflection. Proficiency Levels Proficiency levels listed for each course are defined according to the guidelines set forth by the American Council on the Teaching of Foreign Languages ACTFL. These definitions can be found in the Appendix. Acknowledgments From the summer of 2013 to winter of 2014, the Foreign Language Subject Area Committee created and aligned the Yorkville CUSD 115 Foreign Language curriculum grades Thanks for the time and sacrifice to the members for the multitude of work each contributed to the creation of this curriculum. This team of professionals demonstrated a passion for their work and a true commitment to the students we serve. Foreign Language SAC Members Renee Sartore-SAC Chair Jessica Baier Aideen Carrick Rebecca Damery Michelle Damewood Amy Hurt Lauren Livingston Kristen Pugh Thea Roessler Patricia Ruiz

5 Explanation of Coding and Numbering The following example provides clarification on the coding and numbering used for each of the grade level and course curricula in District 115. *Unless noted otherwise, it is implied that the outcomes will be executed in the target language. Key Terms Outcome: A positive statement about what the students themselves will do, verbs that describe specific, measurable action, and that has an end result. Component: A statement that describes the knowing and understanding level thinking skills, both simple and complex. These skills are a result of students engaging in activities that may include questioning, research, experiments, collaboration, identification, analysis, summarization, and application. Explanation for FL.S1.1 FL=Foreign Language (subject area) S1=Spanish 1 (grade level or course, G1=German 1) 3=Outcome Number Explanation for FL.S1.1.3 FL.=Foreign Language (subject area) S1.=Spanish 1 (grade level or course, G1=German 1) 1.=Outcome Number 3.=Component Number Explanation for 1.2 or 28.b.2b These indicate alignment to the standards: National Foreign Language Standards (numbered ) Illinois Learning Standards for Foreign Language (numbered as Goals 28, 29 and 30) Outcome 1: Students will apply social language and exchange personal information when introducing themselves and others. FL.S1.1 Students will FL.S1.1.1 identify and produce basic courtesy expressions. (28.b.2b) FL.S1.1.2 identify and produce numbers 0-1,000,000. (1.1, 1.2) FL.S1.1.3 produce descriptions and comparisons of themselves and others. (1.1) FL.S1.1.4 ask and answer questions about personal information. (1.1, 1.2) FL.S1.1.5 compare and contrast social language and customs of a Spanish-speaking country to their own. (4.1, 4.2) The curriculum is aligned with the National Standards, but the Illinois Learning Standards for Foreign Language are also referenced where there is not a specific National standard.

6 Standards for Foreign Language Learning 1-Communication Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2-Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3-Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 4-Comparisons Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 5-Communities Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

7 Foreign Language Curriculum-at-a-Glance 8 th Grade Spanish Students will communicate in Spanish with novice proficiency through listening, speaking, reading and writing about personal and familiar topics while exploring Spanish-speaking countries and local communities. Outcome 1: Students will produce oral and written language related to basic pleasantries. Outcome 2: Students will produce descriptions about themselves and others in context. Outcome 3: Students will use vocabulary related to personal preferences and pastimes to communicate likes and dislikes. Outcome 4: Students will apply subject-verb agreement to present tense verbs. Outcome 5: Students will utilize dining vocabulary to communicate in a real-world scenario. Outcome 6: Students will utilize clothing vocabulary to describe clothing and accessories in a real-world scenario. Outcome 7: Students will utilize vocabulary to communicate about dates and weather. Outcome 8: Students will integrate research and yearlong vocabulary and grammar to construct a narrative piece. Spanish 1 Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and academic topics while exploring Mexico, Central America and the Caribbean. Outcome 1: Students will apply social language and exchange personal information when introducing themselves and others. Outcome 2: Students will apply all indirect object pronouns to express likes and dislikes. Outcome 3: Students will produce descriptions of rooms, furniture, and activities around the home. Outcome 4: Students will produce and respond to informal, affirmative tú commands. Outcome 5: Students will utilize daily routine vocabulary when communicating. Outcome 6: Students will construct expressions to indicate obligations, future plans, and desires. Outcome 7: Students will utilize verbs appropriately to indicate emotional and physical feelings. Outcome 8: Students will apply the preterite tense to describe events that have occurred in the past. Spanish 2 Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and community topics while exploring South America and Spain. Outcome 1: Students will integrate the present progressive tense, reflexive verbs, present tense verbs, and vocabulary when communicating. Outcome 2: Students will produce informal and formal commands with object pronouns related to informal and formal settings. Outcome 3: Students will describe injuries during school or home activities and health conditions in order to propose advice for treatment. Outcome 4: Students will utilize the preterite tense and family-related vocabulary to communicate about daily routines. Outcome 5: Students will utilize the imperfect and preterite tenses to describe life events and past experiences. Outcome 6: Students will utilize the present, past, and present perfect tenses to provide information about a town or city and its inhabitants.

8 Spanish 3 Students will communicate in Spanish with intermediate to advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas. Outcome 1: Students will apply usage of past tenses in order to describe past travel and vacation events. Outcome 2: Students will apply the target language to express opinions and make suggestions relating to school topics and issues. Outcome 3: Students will analyze a fictional piece in order to examine the structure of the language. Outcome 4: Students will develop conversations to communicate about family roles and events. Outcome 5: Students will analyze and describe how food is presented and prepared. Outcome 6: Students will interpret and debate various topics within a text. Outcome 7: Students will formulate solutions to environmental issues and global concerns. Outcome 8: Students will analyze art in order to show connections between historical and cultural themes. Outcome 9: Students will research and report on current world issues affecting a Spanish-speaking culture and propose solutions. Spanish 4 Students will communicate in Spanish with advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas. Outcome 1: Students will analyze the effects of employment on family life in order to compare Spanishspeaking cultures to their own. Outcome 2: Students will examine procedures involved in career readiness in order to prepare for employment. Outcome 3: Students will defend and dispute problems and solutions to improve human rights issues. Outcome 4: Students will classify and evaluate cultural and holiday celebrations in order to compare the differences among celebrations of Hispanic cultures and their own. Outcome 5: Students will analyze and interpret music of Spanish-speaking cultures in order to make connections between music of these countries and their own. Outcome 6: Students will evaluate healthy ways of living in order to compare healthy living across cultures. Outcome 7: Students will evaluate various fashion styles to compare them to their own. Outcome 8: Students will examine the benefits and drawbacks of technology on contemporary life.

9 German 1 Students will communicate in German with novice to intermediate proficiency through reading, writing, speaking, and listening on familiar topics and interpersonal situations while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will apply social language and exchange personal information. Outcome 2: Students will produce and respond to commands related to classroom objects and procedures. Outcome 3: Students will use descriptive words to describe their families. Outcome 4: Students will utilize the proper syntax and vocabulary to describe pastimes. Outcome 5: Students will utilize vocabulary and proper syntax to communicate about dates and time. Outcome 6: Students will utilize vocabulary and proper syntax to describe school, subjects, and schedules. Outcome 7: Students will distinguish among the climates, geographic features, nationalities and languages of major countries and cities. Outcome 8: Students will utilize dining vocabulary to communicate in a real-world scenario. Outcome 9: Students will utilize clothing vocabulary to describe and purchase clothes and accessories. Outcome 10: Students will produce descriptions of rooms, furniture and activities around the home. Outcome 11: Students will integrate research and yearlong vocabulary and grammar to construct an expository piece. German 2 Students will communicate in German with intermediate proficiency through reading, writing, speaking, and listening on familiar topics and in community situations while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will construct descriptions of past events utilizing present perfect tense. Outcome 2: Students will formulate requests and directions. Outcome 3: Students will examine vacation destinations to express preferences. Outcome 4: Students will apply travel language to interpersonal interactions. Outcome 5: Students will evaluate injury and health scenarios in order to recommend treatment. Outcome 6: Students will apply vocabulary to discuss personal routine and analyze lifestyle choices. Outcome 7: Students will interpret and apply elements of narratives to writing. Outcome 8: Students will produce expository writing. German 3 Students will communicate in German with intermediate to advanced proficiency through reading, writing, speaking, and listening on social and global topics while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will apply the target language to communicate about contemporary life. Outcome 2: Students will apply the target language to communicate about science and technology. Outcome 3: Students will apply the target language to communicate about global challenges. Outcome 4: Students will apply the target language to communicate about personal and public identity. Outcome 5: Students will apply the target language to communicate about aesthetics and beauty. Outcome 6: Students will apply the target language to communicate about family and community

10 German 4 Students will communicate in German with advanced proficiency through reading, writing, speaking, and listening on social, international and contemporary topics while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will evaluate topics of contemporary life in order to show connections between the US and German-speaking countries. Outcome 2: Students will evaluate topics of science and technology in order to show connections between the US and German-speaking countries. Outcome 3: Students will evaluate topics of global challenges in order to show connections between the US and German-speaking countries. Outcome 4: Students will evaluate topics of personal and public identity in order to show connections between the US and German-speaking countries. Outcome 5: Students will evaluate topics of aesthetics and beauty in order to show connections between the US and German-speaking countries. Outcome 6: Students will evaluate apply topics of family and community in order to show connections between the US and German-speaking countries.

11 8th Grade Spanish Curriculum Focus: Students will communicate in Spanish with novice proficiency through listening, speaking, reading and writing about personal and familiar topics while exploring Spanishspeaking countries and local communities. Outcome 1: Students will produce oral and written language related to basic pleasantries. FL.8S.1 Students will FL.8S.1.1 identify appropriate greetings, salutations, and pleasantries. (1.1, 1.2) FL.8S.1.2 identify and apply numbers (1.1, 1.2) FL.8S.1.3 pronounce greetings, salutations, and pleasantries accurately. (4.1, 1.1, 1.2) FL.8S.1.4 distinguish between formal and informal language. (1.1, 1.2) FL.8S.1.5 produce responses in speaking and writing to introductory questions pertaining to age, feelings, origin and name. (1.1, 1.2) FL.8S.1.6 read and produce responses to short passages or dialogues that use basic greetings, questions and answers. (1.1, 1.2) Outcome 2: Students will produce descriptions about themselves and others in context. FL.8S.2 Students will FL.8S.2.1 identify characteristics of themselves and others. (1.1, 1.2) FL.8S.2.2 identify and name family members. (1.1, 1.2) FL.8S.2.3 produce descriptions of family and friends utilizing adjectives and verbs with proper syntax. (4.1) FL.8S.2.4 construct an appropriate response to questions and short passages. (1.1, 1.2) FL.8S.2.5 produce oral descriptions using proper pronunciation and syntax. (1.3, 5.1) FL.8S.2.6 apply plurals to nouns and adjectives as applicable. (4.1) Outcome 3: Students will use vocabulary related to personal preferences and pastimes to communicate likes and dislikes. FL.8S.3 Students will FL.8S.3.1 identify pastimes and personal preferences. (1.1, 1.2) FL.8S.3.2 speak or write about likes and dislikes using proper syntax in first and second person singular. (1.1, 1.2) FL.8S.3.3 respond to and pose questions about likes and dislikes. (1.1, 1.2) FL.8S.3.4 apply infinitive verbs and nouns to express likes and dislikes. (4.1) FL.8S.3.5 distinguish between singular and plural nouns and their effect on syntax and agreement. (4.1)

12 Outcome 4: Students will apply subject-verb agreement to present tense verbs. FL.8S.4 Students will FL.8S.4.1 identify subject pronouns and their meanings. (1.1, 1.2) FL.8S.4.2 distinguish among the present tense forms of ar, er and ir verbs. (4.1) FL.8S.4.3 construct appropriate responses using accurate verb conjugations. (1.1, 1.2) Outcome 5: Students will utilize dining vocabulary to communicate in a real-world scenario. FL.8S.5 Students will FL.8S.5.1 identify and categorize foods. (1.1, 1.2) FL.8S.5.2 respond to and pose questions related to dining using present tense verbs. (1.1, 1.2) FL.8S.5.3 role-play a dining experience. (1.1, 1.2) FL.8S.5.4 compare and contrast food-related customs in Spanish-speaking countries and the United States. (2.1, 2.2, 4.2, 5.2) Outcome 6: Students will utilize clothing vocabulary to describe clothing and accessories in a real-world scenario. FL.8S.6 Students will FL.8S.6.1 identify and categorize clothing and accessories. (1.1, 1.2) FL.8S.6.2 describe clothing items. (1.1, 1.2) FL.8S.6.3 respond to and pose questions related to clothing using present tense verbs. (1.1, 1.2) FL.8S.6.4 apply appropriate definite and indefinite articles when discussing clothing items. (4.1) FL.8S.6.5 compare and contrast clothing-related customs in Spanishspeaking countries and the United States. (2.1, 2.2, 4.2, 5.2) Outcome 7: Students will utilize vocabulary to communicate about dates and weather. FL.8S.7 Students will FL.8S.7.1 identify days of the week, months, and seasons. (1.1, 1.2) FL.8S.7.2 identify and categorize weather conditions. (1.1, 1.2) FL.8S.7.3 apply number and month vocabulary to discuss dates including birthdays. (1.1, 1.2) FL.8S.7.4 describe appropriate clothing based on weather and season using proper syntax. (1.1, 1.2, 4.1) FL.8S.7.5 compare and contrast a holiday or culturally significant date in a Spanish-speaking country to one in the United States. (3.2, 4.2) Outcome 8: Students will integrate research and yearlong vocabulary and grammar to construct a narrative piece. FL.8S.8 Students will FL.8S.8.1 compile cultural information through research in Spanish and English on a particular Spanish-speaking country. (2.1, 3.2)

13 FL.8S.8.2 report on attractions, food, clothing, and weather of a particular Spanish speaking country. (1.1, 1.2, 1.3) FL.8S.8.3 synthesize yearlong content to compose and present a narrative piece of 5-10 sentences on the selected country using correct syntax. (1.2, 3.1) FL.8S.8.4 revise and edit personal writing. (3.1)

14 Spanish 1 Curriculum Focus: Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and academic topics while exploring Mexico, Central America and the Caribbean. Outcome 1: Students will apply social language and exchange personal information when introducing themselves and others. FL.S1.1 Students will FL.S1.1.1 identify and produce basic courtesy expressions. (28.b.2b) FL.S1.1.2 identify and produce numbers 0-1,000,000. (1.1, 1.2) FL.S1.1.3 produce descriptions and comparisons of themselves and others. (1.1) FL.S1.1.4 ask and answer questions about personal information. (1.1, 1.2) FL.S1.1.5 compare and contrast social language and customs of a Spanishspeaking country to their own. (4.1, 4.2) Outcome 2: Students will apply all indirect object pronouns to express likes and dislikes. FL.S1.2 Students will FL.S1.2.1 identify and produce indirect object pronouns. (1.1, 1.2) FL.S1.2.2 state likes and dislikes about school life using gustar and similar verbs. (1.1, 1.2) FL.S1.2.3 state likes and dislikes about pastimes using gustar and similar verbs. (1.1, 1.2) FLS1.2.4 distinguish between items and activities that are liked and disliked. (1.1, 1.2) FL.S1.2.5 compare and contrast common pastimes of a Spanish-speaking country to their own. (4.1, 4.2) Outcome 3: Students will produce descriptions of rooms, furniture, and activities around the home. FL.S1.3 Students will FL.S1.3.1 identify and produce parts of the home, household items and furniture. (1.1) FL.S1.3.2 state the locations of parts of the home, household items, and furniture using estar with prepositional phrases. (1.1) FL.S1.3.3 differentiate between the use of ser and estar. (1.1, 1.2) FL.S1.3.4 utilize present tense verbs to differentiate which activities are done in which areas of the home. (1.1, 1.2) FL.S1.3.5 construct questions and responses using the present progressive tense. (1.1, 1.2) FL.S1.3.6 compare and contrast homes and home life customs of a Spanish-speaking country and their own. (4.1, 4.2)

15 Outcome 4: Students will produce and respond to informal, affirmative tú commands. FL.S1.4 Students will FL.S1.4.1 identify and produce household chores. (1.1, 1.2) FL.S1.4.2 identify and produce food items and mealtime preparation tasks. (2.2, 4.2) FL.S1.4.3 identify and produce direct object pronouns. (1.1, 1.2) FL.S1.4.4 Produce affirmative tú commands and use them in conjunction with direct object pronouns. (1.1,1.2) FL.S1.4.5 compare and contrast mealtime customs of a Spanish-speaking country to their own. (4.1, 4.2) Outcome 5: Students will utilize daily routine vocabulary when communicating. FL.S1.5 Students will FL.S1.5.1 identify and produce vocabulary related to personal care items used in daily routines. (1.1, 1.2) FL.S1.5.2 identify and produce vocabulary related to activities of daily routines. (1.1, 1.2) FL.S1.5.3 apply proper vocabulary and syntax in order to tell time. (1.1, 1.2) FL.S1.5.4 utilize reflexive pronouns and proper syntax in order to explain daily routines in the present tense-add. (1.1, 1.2, 1.3) Outcome 6: Students will construct expressions to indicate obligations, future plans, and desires. FL.S1.6 Students will FL.S1.6.1 identify and produce vocabulary related to obligations, future plans and desires. (1.1) FL.S1.6.2 utilize tener idioms and phrases to indicate obligations and feelings. (1.1, 1.2) FL.S1.6.3 utilize ir and ir + a to indicate future plans. (1.1, 1.2) Outcome 7: Students will utilize verbs appropriately to indicate emotional and physical feelings. FL.S1.7 Students will FL.S1.7.1 identify and produce body parts vocabulary. (1.1) FL.S1.7.2 identify feelings vocabulary. (1.1) FL.S1.7.3 use the verb estar and sentirse to express feelings. (1.1, 1.2) FL.S1.7.4 use the verb doler to indicate which body parts hurt. (1.1, 1.2) Outcome 8: Students will apply the preterite tense to describe events that have occurred in the past. FL.S1.8 Students will FL.S1.8.1 identify and produce preterite verb conjugations for regular -ar -er ir verbs. (1.1, 1.2) FL.S1.8.2 identify and produce irregular preterite verbs and their conjugations. (1.1, 1.2)

16 FL.S1.8.3 distinguish between present, preterite, and simple future tense (ir+a+infinitive). (1.1, 1.2) FL.S1.8.4 compare and contrast past, present, and future experiences. (1.1) FL.S1.8.5 compare and contrast a holiday tradition from a Spanish-speaking culture to their own. (4.1, 4.2)

17 Spanish 2 Curriculum Focus: Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and community topics while exploring South America and Spain. Outcome 1: Students will integrate the present progressive tense, reflexive verbs, present tense verbs, and vocabulary when communicating. FL.S2.1 Students will FL.S2.1.1 differentiate among the present progressive verb tense, the present verb tense and reflexive verb forms. (1.1) FL.S2.1.2 produce grammatically sound sentences using a variety of verb tenses and vocabulary. (1.1, 28.D.2a) FL.S2.1.3 apply correct grammar, vocabulary and a variety of verb tenses with visual aids/cues in oral form. (1.2) FL.S2.1.4 create a visual display with accompanying oral production integrating a variety of verb tenses and vocabulary. (1.3, 28.D.2c) Outcome 2: Students will produce informal and formal commands with object pronouns related to informal and formal settings. FL.S2.2 Students will FL.S2.2.1 identify and produce negative informal commands. (1.2) FL.S2.2.2 identify the difference between informal and formal commands. (1.2) FL.S2.2.3 identify the difference between direct object pronouns and indirect object pronouns. (1.2) FL.S2.2.4 demonstrate proper placement of indirect object pronouns and direct pronouns to informal and formal commands. (1.2) FL.S2.2.5 produce an appropriate response to informal and formal commands with double object pronouns.(1.1, 1.2, 28.A.2b, 28.C.2a) FL.S2.2.6 apply informal and formal commands with correct direct object pronoun placement. (1.1, 1.2, 29.D.1) FL.S2.2.7 compare and contrast celebrations of Spanish-speaking countries to their own. (4.1, 4.2) Outcome 3: Students will describe injuries during school or home activities and health conditions in order to propose advice for treatment. FL.S2.3 Students will FL.S2.3.1 identify and produce expressions using forms of dar and poner. (1.1, 30.A.2d) FL.S2.3.2 identify and produce the appropriate past participle to explain an injury. (1.1) FL.S2.3.3 construct expressions of advice for treatment of injuries. (1.1, 1.2) FL.S2.3.4 compare and contrast health treatment of Spanish-speaking countries and their own. (4.1, 4.2)

18 Outcome 4: Students will utilize the preterite tense and family-related vocabulary to communicate about daily routines. FL.S2.4 Students will FL.S2.4.1 identify usage rules for the preterite verb tense. (1.2) FL.S2.4.2 apply regular and irregular conjugations when using the preterite tense. (1.1, 1.2) FL.S2.4.3 identify and produce expressions using transition words and time order vocabulary. (1.3) FL.S2.4.4 describe the daily routines of family members using the preterite tense.(1.3) FL.S2.4.5 compare and contrast daily routines of Spanish-speaking countries to their own. (4.1, 4.2) Outcome 5: Students will utilize the imperfect and preterite tenses to describe life events and past experiences. FL.S2.5 Students will FL.S2.5.1 identify usage rules for the imperfect verb tense. (1.2) FL.S2.5.2 apply regular and irregular conjugations when using the imperfect tense. (1.1) FL.S2.5.3 differentiate among the usage rules for the preterite and imperfect tenses. (1.2) FL.S2.5.4 justify appropriate usage of the preterite and imperfect tenses within authentic texts and oral communication. (1.2) FL.S2.5.5 construct a narrative piece about past life events using the preterite and imperfect tenses. (1.3) Outcome 6: Students will utilize the present, past, and present perfect tenses to provide information about a town or city and its inhabitants. FL.S2.6 Students will FL.S2.6.1 locate and explain what activities are available at the places in a town or city. (Stacey). (1.2) FL.S2.6.2 give and ask for directions to a destination using por and para with prepositions. (1.2) FL.S2.6.3 identify and use the present perfect tense to discuss places visited. (1.2, 1.1) FL.S2.6.4 identify professions and describe their corresponding responsibilities. (1.2) FL.S2.6.5 compare and contrast communities and professions of Spanishspeaking countries to their own. (4.1, 4.2)

19 Spanish 3 Curriculum Focus: Students will communicate in Spanish with intermediate to advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas. Outcome 1: Students will apply usage of past tenses in order to describe past travel and vacation events. FL.S3.1 Students will FL.S3.1.1 identify and apply vacation and travel terms in oral and written communication. (1.1) FL.S3.1.2 integrate uses of preterite and imperfect tenses within narrative pieces. (1.2) FL.S3.1.3 compare and contrast vacations of Spanish-speaking cultures to their own. (3.1, 4.2) Outcome 2: Students will apply the target language to express opinions and make suggestions relating to school topics and issues. FL.S3.2 Students will FL.S3.2.1 identify and apply expressions of opinion and advice. (1.1) FL.S3.2.2 differentiate between the use of the subjunctive and indicative moods. (1.1, 1.2) FL.S3.2.3 formulate the present subjunctive mood in order to express wishes and desires. (1.2) FL.S3.2.4 utilize the future and conditional tenses in order to describe future plans about school. (1.1, 1.2) FL.S3.2.5 evaluate school systems to compare and contrast their own to those of Spanish-speaking communities. (4.2) Outcome 3: Students will analyze a fictional piece in order to examine the structure of the language. FL.S3.3 Students will FL.S3.3.1 recall specific information from fictional text to demonstrate comprehension. (1.2) FL.S3.3.2 give main idea and paraphrase significant events in order to summarize a fictional text. (1.3) FL.S3.3.3 evaluate characters and their actions in order to distinguish character traits. (1.1) FL.S3.3.4 identify and apply the imperfect progressive tense to describe actions. (1.2) Outcome 4: Students will develop conversations to communicate about family roles and events. FL.S3.4 Students will FL.S3.4.1 tell about and formulate a reaction to family events. (1.1, 1.3) FL.S3.4.2 formulate questions in order to acquire additional information.

20 (1.3) FL.S3.4.3 identify and apply the present perfect subjunctive tense to express judgment. (1.2) FL.S3.4.4 identify and apply the first person imperative mood to express suggestions or desires. (1.2) FL.S3.4.5 construct excuses in response to suggestions. (1.3) FL.S3.4.6 compare and contrast the roles of family members in Spanishspeaking communities to their own. (4.2) Outcome 5: Students will analyze and describe how food is presented and prepared. FL.S3.5 Students will FL.S3.5.1 identify and apply the use of a reflexive verb with an indirect object to indicate an accidental action. (1.2) FL.S3.5.2 describe accidental actions during food preparation. (1.2) FL.S3.5.3 identify and apply the impersonal se to in order to describe how cultures enjoy their food. (1.2) FL.S3.5.4 identify and apply the passive se in order to tell how food is prepared. (1.2) FL.S3.5.5 identify origins of ethnic foods. (4.1) FL.S3.5.6 compare and contrast tastes and preparation methods of Hispanic meals to their own meals. (4.1) Outcome 6: Students will interpret and debate various topics within a text. FL.S3.6 Students will FL.S3.6.1 identify and apply the past perfect tense in order to describe events. (1.2) FL.S3.6.2 identify and apply the future perfect tense in order to predict sequences of events. (1.2) FL.S3.6.3 construct predictions based on textual evidence. (1.3) FL.S3.6.4 defend points of view by supporting ideas with evidence. (1.1) Outcome 7: Students will formulate solutions to environmental issues and global concerns. FL.S3.7 Students will FL.S3.7.1 identify environmental issues. (1.1, 1.2) FL.S3.7.2 explain the effect of global issues on the environment. (1.3) FL.S3.7.3 identify and apply the imperfect subjunctive and past perfect subjunctive tenses to communicate what could have been done to prevent the environmental issues. (1.2) FL.S3.7.4 identify and formulate if clauses in order to make predictions and give warnings. (1.2) FL.S3.7.5 integrate science and social studies content to communicate about environmental concerns and solutions. (3.1)

21 Outcome 8: Students will analyze art in order to show connections between historical and cultural themes. FL.S3.8 Students will FL.S3.8.1 label and identify specific art periods and themes. (1.1, 1.2) FL.S3.8.2 FL.S3.8.3 distinguish changes in meaning based on adjective placement. (1.2) interpret a piece by identifying the period and theme, and describing its reflection of society. (1.3, 2.1) Outcome 9: Students will research and report on current world issues affecting a Spanish-speaking culture and propose solutions. FL.S3.9 Students will FL.S3.9.1 develop a written report on a current world issue. (1.1, 1.2, 1.3) FL.S3.9.2 produce a presentation integrating media from research on a current world issue. (1.1, 1.2, 1.3) FL.S3.9.3 debate the effectiveness of possible solutions to their findings on a current world issue. (1.1, 1.3, 3.1, 4.2, 5.2)

22 Spanish 4 Curriculum Focus: Students will communicate in Spanish with advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas. Outcome 1: Students will analyze the effects of employment on family life in order to compare Spanish-speaking cultures to their own. FL.S4.1 Students will FL.S4.1.1 evaluate statistics on employment versus time off to compare with those of in Spanish-speaking cultures. (2.1) FL.S4.1.2 identify the impact of time off on daily life. (4.2) FL.S4.1.3 create an advertisement regarding employment recruitment pertaining to a Spanish-speaking culture. (4.2) FL.S4.1.4 defend a Spanish-speaking culture s philosophy on employment. (3.2) Outcome 2: Students will examine procedures involved in career readiness in order to prepare for employment. FL.S4.2 Students will FL.S4.2.1 complete employment applications. (5.1) FL.S4.2.2 identify and apply prefixes and suffixes to distinguish meaning of words. (1.2) FL.S4.2.3 role-play an interview situation. (1.1, 1.3) FL.S4.2.4 compose professional correspondence relating to job searches (ex. letters of intro, curriculum vitae, thank you letters and s). (1.3) FL.S4.2.5 develop reflective essay responses regarding professional opportunities. (1.3) FL.S4.2.6 compare and contrast career preparation between Spanishspeaking cultures and their own. (2.1) Outcome 3: Students will defend and dispute problems and solutions to improve human rights issues. FL.S4.3 Students will FL.S4.3.1 investigate human treatment within several different societies. (2.2) FL.S4.3.2 create a presentation about cultural practices. (1.3) FL.S4.3.3 research and report on the effects of human rights issues on society. (1.3) Outcome 4: Students will classify and evaluate cultural and holiday celebrations in order to compare the differences among celebrations of Hispanic cultures and their own. FL.S4.4 Students will FL.S4.4.1 compile research regarding holidays and festivities. (3.2)

23 FL.S4.4.2 describe common holiday celebration customs. (2.1) FL.S4.4.3 design a celebration according to the customs of a Spanishspeaking culture. (4.2) FL.S4.4.4 identify and discern differences of regional dialects. (1.2) FL.S4.4.5 role-play the planned celebration incorporating the appropriate dialect and customs of the culture portrayed. (4.2) Outcome 5: Students will analyze and interpret music of Spanish-speaking cultures in order to make connections between music of these countries and their own. FL.S4.5 Students will FL.S4.5.1 identify and label different genres of music. (1.1) FL.S4.5.2 use music as means to express thoughts and feelings. (1.3) FL.S4.5.3 recommend artists and songs based on personal interest and genre knowledge. (1.3) FL.S4.5.4 compare and contrast music genres between Spanish-speaking cultures and their own. (4.1, 4.2) Outcome 6: Students will evaluate healthy ways of living in order to compare healthy living across cultures. FL.S4.6 Students will FL.S4.6.1 identify and describe illnesses and obstacles to healthy living. (1.1) FL.S4.6.2 predict outcomes of lifestyle choices. (2.1) FL.S4.6.3 evaluate data of common health statistics in order to compare with those of other cultures. (4.2) FL.S4.6.4 construct a concrete plan for healthier living. (1.3) FL.S4.6.5 create and present an advertisement of a health product. (1.3) Outcome 7: Students will evaluate various fashion styles to compare them to their own. FL.S4.7 Students will FL.S4.7.1 identify and label several fashion ensembles. (1.1) FL.S4.7.2 describe appearances and recommend alternatives. (1.3) FL.S4.7.3 compare current fashion trends across various cultures. (4.2) FL.S4.7.4 apply rules of syllabication to improve presentational speaking. (1.2) FL.S4.7.5 produce a show featuring fashion lines. (1.3) Outcome 8: Students will examine the benefits and drawbacks of technology on contemporary life. FL.S4.8 Students will FL.S4.8.1 identify and label technological terms. (1.1) FL.S4.8.2 identify false cognates in order to clarify terms. (1.1) FL.S4.8.3 research the availability of technology in other countries. (1.3) FL.S4.8.4 evaluate technology to determine ways it could be useful or harmful (4.1) FL.S4.8.5 construct a persuasive essay conveying views on the advantages and disadvantages of technology. (1.3)

24 German 1 Curriculum Focus: Students will communicate in German with novice to intermediate proficiency through reading, writing, speaking, and listening on familiar topics and interpersonal situations while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will apply social language to exchange personal information. FL.G1.1 Students will FL.G1.1.1 identify and produce basic courtesy expressions. (1.2, 28.b.2b) FL.G1.1.2 identify and produce numbers (1.2) FL.G1.1.3 ask and respond to questions pertaining to name, age, residence, and origin (1.3) FL.G1.1.4 ask and answer questions about personal information. (1.1, 1.2) FL.G1.1.5 produce descriptions and comparisons of themselves and others. (1.1, 1.3) FL.G1.1.6 demonstrate proper pronunciation. (4.1) FL.G1.1.7 compare and contrast social language and customs of a Germanspeaking country to their own. (4.1, 4.2) Outcome 2: Students will produce and respond to commands related to classroom objects and procedures. FL.G1.2 Students will FL.G1.2.1 identify and produce classroom object vocabulary. (1.2) FL.G1.2.2 identify appropriate plural forms of nouns. (1.2) FL.G1.2.3 produce and respond to classroom commands. (1.2) Outcome 3: Students will use descriptive words to describe their families. FL.G1.3 Students will FL.G1.3.1 identify and name family members. (1.1, 1.2) FL.G1.3.2 identify professions of family members. (1.1,1.3) FL.G1.3.3 use possessive and descriptive adjectives. (1.1, 1.3) FL.G1.3.4 utilize proper syntax, adjectives and personal details to describe people in speaking or writing (ex. family, friends, and pets). (1.1, 1.3) Outcome 4: Students will utilize the proper syntax and vocabulary to describe pastimes. FL.G1.4 Students will FL.G1.4.1 identify and produce pastimes (ex. sports, hobbies, music and instruments). (1.2) FL.G1.4.2 describe and compare favorite pastimes (ex. gern, lieber, am liebsten). (1.1) FL.G1.4.3 identify popular pastimes in Europe (ex. Fussball and popular music). (2.2, 4.2) FL.G1.4.4 compile a schedule of pastimes utilizing time phrases and frequency words. (1.3)

25 FL.G1.4.5 compose a brief presentation on a hobby (1.3) Outcome 5: Students will utilize vocabulary and proper syntax to communicate about dates and time. FL.G1.5 Students will FL.G1.5.1 identify and produce vocabulary for telling time, days, dates and parts of day. (1.2) FL.G1.5.2 interpret a European (24 hour) clock and its associated language. (2.1, 2.2) FL.G1.5.3 tell time with a prompt orally or in writing. (1.3) FL.G1.5.4 demonstrate counting via telling time, dates and years. (1.2) Outcome 6: Students will utilize vocabulary and proper syntax to describe school, subjects, and schedules. FL.G1.6 Students will FL.G1.6.1 identify and name school subjects and objects. (1.1, 1.2) FL.G1.6.2 use possessive and descriptive adjectives. (1.1, 1.2, 1.3) FL.G1.6.3 utilize adjectives and details to describe school, subjects, schedules and grades in speaking or writing. (1.1, 1.3) FL.G1.6.4 apply time and sequence vocabulary to school schedules. (1.2, 1.3) FL.G1.6.5 express preferences of school subjects and tasks. (1.1, 1.3) FL.G1.6.6 utilize the accusative case for direct objects. (1.2) FL.G1.6.7 summarize information from texts about schools and typical students. (1.2) FL.G1.6.8 compose a letter or to exchange personal information. (1.3, 5.1, 5.2) FL.G1.6.9 compare and contrast German and US school systems and practices. (4.1, 4.2) Outcome 7: Students will distinguish among the climates, geographic features, nationalities and languages of major countries and cities. FL.G1.7 Students will FL.G1.7.1 identify and describe weather conditions including temperature and weather events. (1.1, 1.2, 1.3) FL.G1.7.2 utilize metric units to convert degrees Fahrenheit and Celsius temperatures. (2.1, 2.2) FL.G1.7.3 apply future tense to weather forecasts and activities. (1.2, 1.3) FL.G1.7.4 identify the location, languages and geography of countries and major cities around the world. (1.2) FL.G1.7.5 utilize stem-changing verbs (ex. sprechen) (1.2) FL.G1.7.6 apply cognate patterns in order to understand new words. (4.1) FL.G1.7.7 justify clothing and activity choices based on weather using weil and den. (1.1, 1.3) FL.G1.7.8 compare and contrast German-speaking regions, climates, geography and languages. (3.1, 3.2)

26 Outcome 8: Students will utilize dining vocabulary to communicate in a real-world scenario. FL.G1.8.1 identify and categorize foods by meal, type of food and type of store. (1.2) FL.G1.8.2 utilize modal verbs to request foods and defend food choices (ex. sollen, müssen, möchten). (1.1, 1.3) FL.G1.8.3 identify present perfect tense (ex. gegessen, gehabt). (1.2) FL.G1.8.4 convert and apply metric and general units for food purchases and portions (ex. Euro, Tasse, Teller, kg, and l). (2.1, 3.1) FL.G1.8.5 compare and contrast foods and practices between the US and German-speaking countries (ex. shopping, meals, food preparation, and restaurants). (2.1, 2.2, 4.2, 5.1) Outcome 9: Students will utilize clothing vocabulary to describe and purchase clothes and accessories. FL.G1.9 Students will FL.G1.9.1 identify German retail companies (ex. DACH) including those with an international presence. (3.1) FL.G1.9.2 identify and produce vocabulary to describe clothing for fit, color and style. (1.3) FL.G1.9.3 recommend clothing choices using modal verbs. (1.1, 1.3) FL.G1.9.4 apply dative verbs and pronouns to describe clothing (ex. gefallen, passen, and stehen). (1.1, 1.3) FL.G1.9.5 identify separable and inseparable prefix verbs (ex. einkaufen, bestellen, mitkommen, and anrufen). (1.2) FL.G1.9.6 compare and contrast shopping culture in German-speaking countries to their own (ex. KaDeWe, typical retail chains, Berlin as fashion center, malls). (2.1, 2.2, 4.1, 4.2) Outcome 10: Students will produce descriptions of rooms, furniture and activities around the home. FL.G1.10 Students will FL.G identify and produce parts of the home and household items and furniture. (1.1) FL.G state the locations of parts of the home, household items, furniture and chores using prepositional phrases. (1.1, 1.3) FL.G produce commands related to chores. (1.1, 1.3) FL.G apply conjunctions and proper word order to describe obligations and desires (ex. Ich muss mein Zimmer aufräumen, wenn ich später ins Kino gehen will). (1.3) FL.G utilize present perfect tense of high frequency verbs to report on chores. (1.2) FL.G compare and contrast differences between typical homes and styles of living in the US and German-speaking countries. (2.2, 4.1)

27 Outcome 11: Students will integrate research and yearlong vocabulary and grammar to construct an expository piece. FL.G1.11 Students will FL.G compile information on culturally relevant holidays and life events. (2.1, 3.2) FL.G revise and edit personal writing. (3.1) FL.G report on the traditions of a holiday or life event. (1.1, 1.2, 1.3) FL.G list typical gifts utilizing adjective endings (ex. ein schnelles Auto). (1.1, 1.3) FL.G justify gift choices utilizing conjunctions (ex. Ich möchte ein Auto, weil, damit, denn). (1.1, 1.3)

28 German 2 Curriculum Focus: Students will communicate in German with intermediate proficiency through reading, writing, speaking, and listening on familiar topics and in community situations while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will construct descriptions of past events utilizing present perfect tense. FL.G2.1 Students will FL.G2.1.1 distinguish between the uses of haben and sein as helping verbs in the present perfect tense. (1.2, 4.1) FL.G2.1.2 compare and contrast weak and strong verbs in the present perfect tense. (1.2, 4.1) FL.G2.1.3 create narratives using transition words and adverbial phrases to specify sequence, time and place of events. (1.3) FL.G2.1.4 utilize comparative and superlative forms of adjectives and adverbs to add detail. (1.2, 1.3) Outcome 2: Students will formulate requests and directions. FL.G2.2 Students will FL.G2.2.1 identify places in a community and describe related activities. (1.1, 1.2, 1.3) FL.G2.2.2 construct requests and provide locations and directions to common places in a community. (1.1, 1.2, 1.3) FL.G2.2.3 restate unit vocabulary using circumlocution. (1.1, 1.3) FL.G2.2.4 identify common forms of transportation. (1.1, 1.2, 1.3) FL.G2.2.5 compare and contrast the usage of each type of transportation among the US and German-speaking countries. (1.2, 3.2, 4.2) Outcome 3: Students will examine vacation destinations to express preferences. FL.G2.3 Students will FL.G2.3.1 describe locations where they would like to travel (ex. möchten, reisen, nach). (1.1, 5.1, 5.2) FL.G2.3.2 describe a past trip and activities using present perfect. (1.3) FL.G2.3.3 make recommendations for travel destinations. (1.1, 5.2) FL.G2.3.4 justify and support reasons for wanting to go to a specific location. (1.1, 1.3) FL.G2.3.5 research and report on various vacation destinations (ex. Wien, Berlin, die Alpen). (3.1, 4.2, 5.2) FL.G2.3.6 compare and contrast typical styles of vacations (ex. cities, Bauernhof). (1.3, 2.1) Outcome 4: Students will apply travel language to interpersonal interactions. FL.G2.4 Students will FL.G2.4.1 identify and produce travel vocabulary. (1.1, 1.2, 1.3) FL.G2.4.2 research and plan various travel options for real-world scenarios

29 FL.G2.4.3 (ex. transportation, hotels, and activities). (3.1,5.1, 5.2) role-play purchasing tickets, checking in for travel and security utilizing vocabulary, proper syntax and cultural knowledge. (1.1, 3.2, 4.2, 5,1, 5.2) Outcome 5: Students will evaluate injury and health scenarios in order to recommend treatment. FL.G2.5 Students will FL.G2.5.1 identify and describe body parts and their purpose. (1.2) FL.G2.5.2 describe accidents and resulting injuries and symptoms. (1.1, 1.3) FL.G2.5.3 role-play making appointments and asking and giving advice and recommendations for medical treatment. (1.1) Outcome 6: Students will apply vocabulary to discuss personal routines and analyze lifestyle choices. FL.G2.6 Students will FL.G2.6.1 identify and produce vocabulary for daily routines and lifestyle choices. (1.1, 1.2) FL.G2.6.2 describe daily routines utilizing time and sequence phrases, and reflexive pronouns. (1.1, 1.2) FL.G2.6.3 design an inquiry into common lifestyle choices (ex. survey of eating, exercise habits, and stress). (3.1, 3.2) FL.G2.6.4 analyze healthy and unhealthy eating and exercise choices in order to defend their conclusions orally or in writing. (3.1, 4.2) FL.G2.6.5 defend recommendations for healthy living. (1.3) FL.G2.6.6 assess connections among environmental factors, personal choices and healthy living. (3.1) FL.G2.6.7 compare and contrast attitudes toward healthy living between the US and German-speaking countries. (1.2, 3.2, 4.2) Outcome 7: Students will interpret and apply elements of narratives to writing. FL.G2.7 Students will FL.G2.7.1 identify the elements of narratives. (3.1, 4.2) FL.G2.7.2 examine narratives to identify the main idea and details. (1.2) FL.G2.7.3 analyze literary elements of fairy tales. (3.1, 4.2) FL.G2.7.4 identify the forms of the imperfect tense. (1.2, 4.1) FL.G2.7.5 produce and present narratives using the imperfect tense and appropriate literary elements (ex. simple past). (1.3, 4.1) FL.G2.7.6 analyze short poems for their literary elements and figurative language. (1.2, 3.1, 4.1) Outcome 8: Students will produce expository writing. FL.G2.8 Students will FL.G2.8.1 identify and produce adjective endings and proper syntax in descriptive writing. (1.2, 1.3, 4.1) FL.G2.8.2 identify the forms and uses of genitive case. (1.1, 1.2)

30 FL.G2.8.3 integrate all four cases to describe scenarios with detail. (1.3) FL.G2.8.4 create an expository piece such as a letter or describing an issue with a product or service that requires help. (1.1, 1.3) FL.G2.8.5 apply past perfect and future perfect to describe a scenario its sequence of activities. (1.1, 1.2, 1.3)

31 German 3 Curriculum Focus: Students will communicate in German with intermediate to advanced proficiency through reading, writing, speaking, and listening on social and global topics while gaining an understanding of the culture of German-speaking countries and communities. Outcome 1: Students will apply the target language to communicate about contemporary life. FL.G3.1 Students will FL.G3.1.1 identify and produce vocabulary related to contemporary life. (1.3, 3.1) FL.G3.1.2 construct open-ended questions. (1.1,1.3) FL.G3.1.3 construct complex and compound sentences utilizing a variety of conjunctions. (1.1, 1.2,1.3) FL.G3.1.4 apply listening and reading skills to summarize information from texts and media related to contemporary life. (1.2, 3.2) FL.G3.1.5 evaluate issues related to contemporary life. (1.1) FL.G3.1.6 give examples of their own cultural perspectives relating to contemporary life and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2) FL.G3.1.7 defend an opinion utilizing supporting ideas. (1.1, 3.2, 4.2, 5.2) Outcome 2: Students will apply the target language to communicate about science and technology. FL.G3.2 Students will FL.G3.2.1 identify and produce vocabulary related to science and technology. (1.3, 3.1) FL.G3.2.2 apply transition words to support logic and flow in a written piece. (1.3) FL.G3.2.3 apply passive voice in describing cause and agents of action. (1.1, 1.2, 1.3) FL.G3.2.4 apply listening and reading skills to summarize information from texts and media relating to science and technology. (1.2, 3.2) FL.G3.2.5 develop rationales for proper use of technologies and critique current trends. (3.1) FL.G3.2.6 debate issues related to science and technology. (1.1, 1.3, 3.2, 4.2, 5.2) FL.G3.2.7 identify and give examples of attitudes and changes in science and technology from their own experiences or community and those of German-speaking countries. (2.1, 2.2, 4.2) Outcome 3: Students will apply the target language to communicate about global challenges. FL.G3.3 Students will FL.G3.3.1 identify and produce vocabulary related to global challenges. (1.3, 3.1)