FRENCH I (Course #182) Findlay City Schools

1. Findlay City Schools Mission and Beliefs 2. Curriculum Map 3. Communication Benchmark and Indicators 4. Culture Benchmark and Indicators Table of Contents French I Writing Team Alyssa Kuebeck Lisa Snook Richard Steiner

Mission Statement The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community. Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. every person has worth every individual can learn family is the most important influence on the development of personal values. attitude is a choice and always affects performance motivation and effort are necessary to achieve full potential honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

Curriculum Map Everything through unit 4-2 must be covered. Starred items (*) beyond unit 4-2 must be taught as well. Unit Lesson Topic Page 1 1 Bonjour! 15 17 Les signes orthographiques 17 Les nombres de 0 à 10 17 19 Français, française 20 Les nombres de 10 à 20 21 Les lettres muettes 21 Bonjour! Comment vas- tu? 23-24 Les nombres de 20 à 60 25 Les consonnes finales 25 1 2 Famille et copains Qui est- ce?; les personnes 27 Un garçon, une fille 28 Les nombres de 60 à 79 29 La liaison 29 31 Le garçon, la fille 32 Les nombres de 80 à 1000 33 La voyelle nasale 33, 37 La famille 35 Mon cousin, ma cousine 36 Quel âge as- tu? 37 2 3 Bon appétit! 45

Un sandwich, une pizza 46 47 Tu as 49 51 - moi 53 La consonne <<r>> 55 2 4 De jour en jour Les heures 56 58 Les jours de la semaine 61 Les mois de 62 Le temps; les saisons 65 3 5 Mes activités Préférences 74 Souhaits 77 Invitations 78 3 6 Une invitation Le verbe être et les pronoms sujets 84 Où? 85 Les questions à résponse affirmative ou négative 86, 87 La négation 88 Mots útiles (à, de, etc.) 89 La voyelle /a/ 89 3 7 Une boum Les verbes en er: le singulier 94 Les verbes en er 95 Les verbes en er: le pluriel 96 Le présent des verbes en er: affirmatif, négatif 98 Mots útiles (viene, mal, etc.) 100 Verbe +infinitif 101

Les voyelles /i/ et /u/ 101 3 8 Un concert de musique africaine 106 Expressions interrogatives 106 Les expressions interrogatives acec que 108 - ce que? 109 Le verbe faire 110 Expressions avec faire 110 111 La voyelle /y/ 111 4 9 Les personnes et les objets La description des personnes 138 Les objets 140 Les affaires personnelles 142 Ma chambre 144 Mon ordinateur 147 4 10 Vive la différence! Le verbe avoir 152 Expressions avec avoir 152 Les noms et les articles: masculin et féminin 153 Les noms et les articles: le pluriel 154 156 158 159 Les articles <<le>> et <<les>> 159 4 11 Le copain de Mireille Les adjectifs: masculin et féminin 164 La description 165 Les adjectifs: le pluriel 166 Les adjectifs de nationalité 167

La place des adjectifs 168 Les consonnes finales 169 4 12 Les couleurs 174 La place des adjectifs avant le nom 175 Les adjectifs qui précèdent le nom 175 177 178 Opinions 178 Les lettres <<ch>> 179 Textbook: Discovering French Today: French I; Valette, Jean- Paul, Valette, Rebecca M. (authors); Holt McDougal (Houghton Mifflin Harcourt) publishers; Copyright 2013; ISBN: 9780547871561; Cost: $78.50 Workbook: It is expected that www.conjuguemos.com and www.classzone.com be used in correlation with book exercises to practice the required grammar and vocabulary for French I. It is expected that reading and listening activities be used out of the workbook to support language acquisition.

By the end of French I, students should know the following verbs: accepter couper éteindre perdre terminer acheter courir étudier permettre tomber aller croire expliquer pleuvoir tousser annuler cublier faire poser traduire apporter/emmene danser faire du mal/blesser pouvoir travailler attendre demander fermer prendre trouver avoir dépenser fumer prêter vendre avoir besoin dessiner jouer regarder vivre avoir du succès dire laver remplir voir boire donner lire réparer voler casser dormir manger répondre vouloir/désirer changer écouter nager s'asseoir voyager chanter écrire organiser savoir/partir commencer écrire á la machine ouvrir se mettre debout comprendre enseigner parler se plaindre compter envoyer payer se réveiller conduire épeler? peigner signer contenir essayer penser s'inquiéter

COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic texts ranging from articles in and classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. B. Interpersonal Communication (Speaking/Signing, Listening/Viewing, Reading and Writing) Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. C. Presentational Communication (Speaking/Signing and Writing) Learners present information, concepts, ideas and viewpoints on a variety of topics to audiences of listeners, readers or viewers for varied purposes.

Learners demonstrate linguistic and cultural competence through academic endeavors, creative undertakings and artistic expression. Learners use their understanding of culture to convey messages in a manner that facilitates interpretation by others where no direct opportunity for the active negotiation of meaning exists. INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. 1. Derive meaning from messages and texts using listening, reading and viewing strategies. a. Focus on the overall meaning of the message or text to avoid stumbling on unknown words and expressions. b. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts. 38, 138-139, 191 40-41, 148, 186, 187, 204-205, 226-227, 316, 416-417 c. Make use of print and digital resources to understand 116-117, 184-185, 238-239, 298-299, 352-

INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. the meaning of new words and expressions. d. Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions. e. Use knowledge of the situation, the purpose of communication or context cues to understand messages. f. Interpret gestures, intonation and tone to comprehend verbal and nonverbal messages. 353, 410-411 107, 122, 243, 357 99, 121, 191, 303 82, 104, 150, 162, 172, 202, 204-205, 216-217, 226-227, 264, 266-267, 284-285, 386-387

INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. presented in different authentic sources and compare how those sources treat the same topic, event or viewpoint. d. Use information and viewpoints from authentic sources to inform or enhance a conversation, presentation or expression of creativity. 105, 240, 355, 356 3. Comprehend and interpret information in authentic messages and informational texts. a. Follow multistep instructions, directions and requests. 68, 133, 141, 199, 202, 203, 368, 373 b. Answer questions about authentic messages and informational texts. c. Identify, sequence and classify people, places, things or events based on descriptions with some detail. d. Identify and use the essential elements of written 118-119, 127, 130, 188, 244, 253, 303, 349, 356-357, 412, 414 99, 148, 150, 162, 204-205, 216-217, 226-227, 264, 316, 355 120-121, 188, 189, 204-205, 216-217, 226-227, 244, 250-251,

INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. informational texts to summarize and relate the main idea and relevant details. e. Examine essential elements of written informational texts to differentiate the main idea and basic relevant details from extraneous information. 304-305, 340-341, 354-355 131, 217, 240, 245, 285, 300-301, 305, 355, 412 f. Draw conclusions and make inferences based on the ideas and details derived from authentic messages and informational texts. g. Use information from authentic sources to solve problems, complete multistep tasks or reinforce concepts across the curriculum. 119, 241, 249, 356, 358-359, 413 N/A 4. Comprehend and interpret information about the main idea and relevant details in authentic literary texts.

INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. a. Answer a range of questions, from simple to detailed, about literary texts. b. Sequence events in literary texts and analyze that sequence to understand how each event led to the next. c. Provide descriptions of characters and settings that include some details. d. Predict the outcomes of literary texts and provide a basic rationale for those predictions. e. Demonstrate comprehension of literary texts through the creation of artistic and/or technology- enhanced representations. f. Demonstrate understanding about aspects of literary pieces by participating in moderated discussions, journaling and/or creating artistic or expressive 242 N/A N/A N/A N/A 243, 245

INTERPRETIVE COMMUNICATION: Communicate in languages other than English, both in person and via Learners comprehend the main idea and relevant details in a variety of age- appropriate live, written and recorded messages; personal anecdotes; and narratives in the language. They understand and interpret authentic classical literary texts. Learners derive meaning through the use of listening, viewing and reading strategies. Learners reinforce and expand their knowledge across disciplines as they acquire information and distinctive viewpoints directly through authentic print, non- print and digital language and culture sources. representations. INTERPERSONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. 1. Negotiate meaning using requests, clarifications and conversation strategies. a. Use a range of common expressions to make 46, 47, 51, 55, 66, 67, 141, 232, 368,

INTERPERSONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. requests and seek clarification. 394, 395 b. Ask and answer a range of questions to seek or clarify information. 107, 108, 109, 111, 112, 113, 263, 264, 271, 274, 275 c. Paraphrase, elaborate or use circumlocution to clarify meaning and ambiguities. 38, 67, 102, 161, 181, 224, 264, 274, 283, 317, 372, 406 d. Observe or use nonverbal clues to help clarify meaning. 13, 23, 38, 39 e. Use a range of conversation strategies to steer interactions. 39, 80, 113, 170, 214, 234, 265, 275, 294, 328, 373 2. Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.

INTERPERSONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. a. Engage in greetings, introductions and leave- taking. 16, 17, 20, 21, 24, 38, 39, 79, 80, 123, 214, 224, 225 b. Ask questions and provide answers on a range of topics. c. Give and follow sequences of basic multistep instructions, directions or requests to engage in a variety of social, educational, cultural and job- related tasks and activities. 36, 39, 76, 80, 81, 91, 149, 159, 161, 181, 209, 406 141, 199, 202, 203, 292, 368, 390, 391, 394, 395, 401 d. Share descriptions of people, places, things and events. 139, 149, 165, 168, 171, 181, 196, 235, 283 e. Initiate, participate in and conclude conversations, interviews and debates on a limited range of personal, general knowledge, academic, 38, 39, 80, 81, 102, 113, 170, 214, 224, 234, 328

INTERPERSONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. interdisciplinary and job- related topics and issues. f. Use language to acquire a variety of goods, services or information. g. Provide information or services using knowledge of the target language and culture. 46, 47, 51, 54, 55, 66, 67, 141, 155, 198, 199, 202, 203, 232, 264, 265, 368, 371, 372, 380, 381, 390, 391, 395 39, 66, 80, 91, 113, 118, 161, 171, 181, 203, 214, 215, 234, 265, 275, 283, 295, 317, 328, 338, 348, 372, 373, 384, 395, 406 h. Collaborate to accomplish tasks or to propose solutions to problems affecting local and global communities. 357, 368 3. Express preferences, feelings, emotions and opinions about familiar and some unfamiliar topics. a. Express a range of feelings and emotions in reaction 25, 80, 100, 186, 270, 289, 320

INTERPERSONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners initiate and sustain meaningful spoken, written and signed communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways. Learners actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others. to an announcement, a surprise or an event. b. Ask and answer questions about feelings, emotions and preferences. c. Exchange, compare and support preferences and opinions about personal, academic, professional and contemporary or historical topics. d. Advise peers, family members or co- workers on problems, concerns or personal matters and adjust advice, if necessary, based on emotional response and/or counterargument. 24, 25, 38, 46, 78, 80, 87, 88, 100, 101, 123, 158, 186, 209, 270, 282, 283, 289, 320, 335 81, 103, 113, 119, 123, 161, 163, 181, 183, 237, 243, 249, 264, 265, 282, 283, 372 289, 293, 294, 295, 391, 393, 401

PRESENTATIONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners present information, concepts, ideas and viewpoints on a variety of topics to audiences of listeners, readers or viewers for varied purposes. Learners demonstrate linguistic and cultural competence through academic endeavors, creative undertakings and artistic expression. Learners use their understanding of culture to convey messages in a manner that facilitates interpretation by others where no direct opportunity for the active negotiation of meaning exists. 1. Convey meaning using writing processes and presentation strategies. a. Plan a range of texts and presentations by brainstorming ideas and choosing vocabulary, phrases and sentence patterns. b. Organize thoughts and choose resources. c. Produce initial drafts/presentations while keeping audience, context and purpose in mind. d. Revise and edit texts/presentations using tools that promote reflection on meaning, form and mechanics. e. Produce final drafts/presentations with aesthetic appeal using tools that help to convey meaning. 38, 66, 67, 80, 81, 103, 113, 115, 203, 225, 235, 237, 265, 295, 297, 316, 317, 329, 339, 349, 351, 372, 385, 395, 407, 409 41, 81, 91, 103, 115, 119, 181, 235, 237, 241, 245, 283, 295, 297, 300, 305, 349, 351, 385, 415 39, 41, 81, 103, 115, 123, 237, 297, 305, 329, 349, 351, 385, 409 9, 41, 81, 103, 115, 123, 237, 297, 305, 329, 349, 351, 385, 409 39, 41, 81, 103, 115, 123, 237, 297, 305, 329, 349, 351, 385, 409 f. Rehearse presentations using a range of delivery strategies. 39, 67, 69, 80, 171, 245, 305, 349, 351, 395, 409

PRESENTATIONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners present information, concepts, ideas and viewpoints on a variety of topics to audiences of listeners, readers or viewers for varied purposes. Learners demonstrate linguistic and cultural competence through academic endeavors, creative undertakings and artistic expression. Learners use their understanding of culture to convey messages in a manner that facilitates interpretation by others where no direct opportunity for the active negotiation of meaning exists. 2. Present information, concepts and viewpoints on familiar and some unfamiliar topics from across disciplines. a. Create and present lists and classifications. b. Tell a personal story or anecdote that relates some details. c. Describe people, places or things in some detail to educate or entertain others. d. Publicize an event, program or recent success by providing relevant details. e. Advocate for and against the purchase or sale of products and/or services to a variety of audiences. f. Motivate others to meet or exceed personal or shared goals. 39, 91, 103, 115, 149, 161, 183, 202, 215, 235, 283, 295, 397, 316, 373, 412, 413 81, 103, 113, 115, 123, 130, 149, 161, 171, 181, 183, 191, 235, 237, 245, 283, 351, 356, 357, 407 103, 113, 115, 149, 151, 171, 181, 183, 235, 237, 265, 283, 296, 351, 395, 407, 409 253 188, 301 292, 401 g. Propose solutions to a range of issues or problems. N/A

PRESENTATIONAL COMMUNICATION: Communicate in languages other than English, both in person and via Learners present information, concepts, ideas and viewpoints on a variety of topics to audiences of listeners, readers or viewers for varied purposes. Learners demonstrate linguistic and cultural competence through academic endeavors, creative undertakings and artistic expression. Learners use their understanding of culture to convey messages in a manner that facilitates interpretation by others where no direct opportunity for the active negotiation of meaning exists. 3. Present a range of literary, creative and artistic endeavors to audiences near or far. a. Recite or retell authentic stories, folktales, legends, poems and rhymes using appropriate gestures. b. Dramatize or perform authentic songs, dances, skits, plays, monologues or scenes from literature using appropriate gestures. 69 38, 39, 66, 67, 69, 79, 80, 243, 245, 395 c. Play music or produce an art/craft of the target culture and share information about it with others. 69, 105, 245, 416-417 d. Write and perform an original rhyme, story, poem, song, skit, dance, cartoon, monologue or play. e. Use visuals and sound to enhance a range of basic to more elaborate performances. 38, 39, 66, 67, 79, 80, 105, 243, 245, 395 N/A

CULTURES STANDARD Cultures: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own.

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. 1. Analyze and describe relationships among products, practices and perspectives and compare them across cultures. a. Recognize, identify, imitate, describe, investigate and demonstrate patterns of behavior. b. Identify, examine and demonstrate how people meet their basic needs in different ways. c. Identify, examine and compare products, practices and perspectives of the U.S. and target cultures. 13, 45, 79, 83, 93, 119, 121, 163, 285, 289, 331, 341, 412, 414 45, 49, 79, 163, 266, 362-363, 375 36, 40-41, 45, 49, 72, 93, 105, 136, 163, 227, 256, 284, 300, 309, 357

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. d. Identify, compare and show factors that affect the availability and affordability of products and services across cultures. e. Identify, investigate and describe institutions, contemporary and historical figures, contributions and time periods of the target culture(s). f. Recognize and identify instances of when languages and cultures have interacted with, influenced or changed each other over time and share with others. 79, 151, 189, 245, 266, 387 15, 20, 54, 105, 126, 196, 245, 249, 250, 256, 266, 357, 387 15, 75, 186, 187, 223, 243, 291, 321

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. g. Identify and compare variations in products, practices and perspectives among and within target language communities. h. Identify cultural perspectives as they are portrayed in the media and other sources and share them with others. i. Solve and complete a range of problems and tasks while taking into consideration diverse cultural perspectives. j. Identify global competency skills, relate them to possible career pathways and demonstrate how having global competency skills enables people to build collaborative relationships with others. 9, 31, 40-41, 105, 123, 151, 242, 305, 356, 357, 358-359 118-119, 240, 241 N/A 2-3

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. k. Develop global competency skills for use in college, career and beyond by engaging in collaborative activities online and/or in person with members of diverse communities at home and in the target culture(s). 69, 198, 243, 245, 288, 305, 315 2. Experience the target language and culture(s) and share information and personal reactions with others. a. Attend, view or participate in a variety of cross- cultural activities and target culture events. 68, 69, 105, 243, 416-417 b. Experience and react to a range of expressive products. 105, 245

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. c. Identify, examine, describe, and create replicas of important objects, images and symbols. 6, 40-41, 151, 242-243, 373 d. Use authentic digital and print media. 105, 119, 188, 241, 245, 300, 301, 356, 415 e. Identify, classify, investigate and experience target community organizations and their resources. f. Interact and collaborate with target language speakers around a variety of interests. 198, 288, 315 TE: 122, 131A, 191

CULTURES STANDARD: Gain and use knowledge and understanding of other cultures. Through the target language, students examine the relationship among the products, practices and perspectives of the target culture(s). Students enhance their understanding by making cultural comparisons and developing cultural insights. The examination of products and practices in relation to shared cultural perspectives enables learners to understand authentic cultural contexts and use acceptable language and behavior in those contexts. As they become globally competent citizens, students learn that language and culture are inextricably linked. As they participate in multilingual communities and various cultures at home and around the world, both in person and via technology, they come to understand and abide by the constraints and freedoms afforded to individuals in the target culture(s) and their own. g. Identify and use appropriate levels of formality or informality when interacting with members of the target culture(s). h. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them. TE: 122, 123, 133A, 191 79, 83, 93, 119, 121, 163, 173, 285, 341