Powerspeak French High School Year 1 ACTFL Alignment Strand: Communication Communicate in languages other than English Related Lessons Title Description Interpersonal Communication Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.1-1.5 Greetings Module In this module, students master a set of vocabulary words and phrases related to greetings through a range of contextualized encounters and interactive games. Assessments at the end challenge students to recognize, indicate, and produce appropriate greetings. 1.33, 1.63, 1.83, 1.138 Chatter at a Royal Ball In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about, e.g. who is performing, and how well they are performing. 1.23, 1.38 Toward Fluency In Toward Fluency exercises, students string together sentences to ask for, and describe characteristics of people. The activity also highlights connective expressions. 1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. French High School Year 1 ACTFL Alignment Page 1 Copyright 2011 by Middlebury Interactive Languages. All rights reserved. This document may not be reproduced, in whole or in part, in any form without written permission from Middlebury Interactive Languages.
1.127-1.130 Pattern: Avoir expressions This module helps students improve their understanding of expressing phrases using 'avoir' by encountering and engaging the focus grammar principle through a variety of contexts. Students "figure out" the basic grammar rule, then recognize grammatically correct sentences, and incorporate it to generate numerous grammatically correct sentences about, e.g. states of hunger, temperature, etc. 1.147-1.150 Pattern: sickness & avoir expressions This module helps students improve their understanding of expressing phrases related to sickness, or phrases using 'avoir' by encountering and engaging the focus grammar principle through a variety of contexts. Students "figure out" the basic grammar rule, then recognize grammatically correct sentences, and incorporate it to generate numerous grammatically correct sentences about, e.g. states of hunger, health, temperature, etc. Online Synchronous Sessions Written or Oral Assessments In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. In Written or Oral Assessments, students draw from, and incorporate material they have learned that week to speak or write in complete sentences. Interpretive Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. 1.3 The Puzzle In The Puzzle, students figure things out about the language and experience the excitement of discovery in language learning rather than just being presented with rules and categories, and then being asked to "fill in the blanks". The discovery typically is framed in activities where students identify word breaks, then progressively work through activities that highlight grammatical, syntactical, or other significant aspects of the target language. 1.18, 1.53, 1.93, 1.173 Points, Lines, and Figures In this activity, students learn to recognize and describe different geometric shapes. French High School Year 1 ACTFL Alignment Page 2
1.13, 1.148 The Broken Window, Ma Première Visite au Québec In Diglot Weave stories, students listen to a story that is framed in their native language, but contextually introduces terms and phrases in the target language, so that terms or chunks of the target language are utterly comprehensible. Students can get into a story that is more involved earlier when we leverage their familiarity with their native language or recognizable plot lines. 1.15; 1.40; 1.60; 1.80; 1.105; 1.125; 1.140; 1.150; 1.165 1.33, 1.63, 1.83, 1.138 Realias Chatter at a Royal Ball In Realias, students confront authentic texts in authentic environments. These encounters are neither trivial, nor far beyond a student's comprehension level, but are texts to which students can respond and that move them to a deeper understanding of the target language at the same time. Sample texts include menus, cinema marquees, student class schedule, etc. In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about, e.g. who is performing, and how well they are performing. 1.23, 1.38 Toward Fluency In Toward Fluency exercises, students string together sentences to ask for, and describe characteristics of people. The activity also highlights connective expressions. 1.28, 1.153 The Key of the King's Kingdom Students can feel pride when they are able to produce something meaningful and complete in the target language after a short time. Our performance stories, such as Key of the King's Kingdom, are designed to get students into the language, because they are not oneoffs, ending with the piece, but typically model a useful principle that students can apply in other contexts. In order to help students learn the particular story, this story has a repeating pattern as part of its structure. 1.8, 1.123 Thinking in French In these lessons, students learn to read sentences written with pictographs, and to string together sentences with reference to groups of pictures. French High School Year 1 ACTFL Alignment Page 3
1.48, 1.68, 1.143, 1.163 1.58, 1.103 Focus on the Language From Word to Discourse In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. In From Word to Discourse activities, students are presented with a more or less random display of many (20-30) target-language terms from which they can generate numerous sentences. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through From Word to Discourse activities, we help students do this in an explicit way. 1.73 Creating Your Own Mini-story Plots In Creating Your Own Mini-Stories, students are presented with story building blocks (e.g. characters, actions, etc.) from which they can generate numerous sentences and narratives. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through Creating Your Own Mini-Stories, we help students do this in an explicit way. 1.78, 1.168 Stringing Together Your Own Narratives In Stringing Together Your Own Narratives, students are presented with a more or less random display of many (20-30) target-language terms from which students can generate numerous sentences and narratives. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through Stringing Together Your Own Narratives, we help students do this in an explicit way. French High School Year 1 ACTFL Alignment Page 4
1.98 A Mother talks with her Child In A Mother Talks with her Child, students listen to and read a narration a Mother gives to her child about different body parts. Modeling the simple and repetitive sentence structure used with children provides an ideal input for comprehension. 1.108 In the Classroom In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. 1.113 Lecture on Geography In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 1.128 The Roman Alphabet In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 1.158 Much Communication with Limited Means In Much Communication with Limited Means, students learn some simple terms and phrases as building blocks for putting together numerous phrases and proverbs (e.g. to work is to live, One must breathe to live, etc.) French High School Year 1 ACTFL Alignment Page 5
Immersive Diglot Weave Story In the weekly immersive Diglot Weave story, students follow a story that is told four times (across several days), each time with more of the target language weaved in (Diglot comes from the roots "di" meaning two, and "glot" meaning language--these stories weave together the students' native language, and the target language.) The story follows two silly, endearing characters and their adventurous exploits. By the third and fourth iterations, the story is largely in the target language, but because of the previous iterations and episodes, students can readily follow what is happening. Vocabulary Modules In Vocabulary Modules, students learn to recognize a set of vocabulary by sight and sound, and also to produce that vocabulary both in writing and in speech. The sequence of interactive activities carefully increases the burden on students so that they can master the vocabulary without feeling over or under-burdened or underprepared, Grammar Modules Reading or Listening Comprehension Practice In Grammar Modules, students compare grammatically correct sentences with incorrect sentences and formulate their own hunches about the grammar principle. Students strengthen their grasp on the pattern by exploring--through interactive games--a variety of sentences incorporating the pattern. In Reading and Listening Comprehension Practice activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details about the passages. Presentational Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 1.3 The Puzzle In The Puzzle, students figure things out about the language and experience the excitement of discovery in language learning rather than just being presented with rules and categories, and then being asked to "fill in the blanks". The discovery typically is framed in activities where students identify word breaks, then progressively work through activities that highlight grammatical, syntactical, or other significant aspects of the target language. French High School Year 1 ACTFL Alignment Page 6
1.18, 1.53, 1.93, 1.173 Points, Lines, and Figures In this activity, students learn to recognize and describe different geometric shapes. 1.33, 1.63, 1.83, 1.138 Chatter at a Royal Ball In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about who is performing, how well they are performing, etc. 1.23, 1.38 Toward Fluency In Toward Fluency exercises, students string together sentences to ask for, and describe characteristics of people. The activity also highlights connective expressions. 1.28, 1.153 The Key of the King's Kingdom Students can feel pride when they are able to produce something meaningful and complete in the target language after a short time. Our performance stories, such as Key of the King's Kingdom, are designed to get students into the language, because they are not oneoffs, ending with the piece, but typically model a useful principle that students can apply in other contexts. In order to help students learn the particular story, this story has a repeating pattern as part of its structure. 1.8, 1.123 Thinking in French In these lessons, students learn to read sentences written with pictographs, and to string together sentences with reference to groups of pictures. 1.48, 1.68, 1.143, 1.163 Focus on the Language In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. French High School Year 1 ACTFL Alignment Page 7
1.58, 1.103 From Word to Discourse In From Word to Discourse activities, students are presented with a more or less random display of many (20-30) target-language terms from which they can generate numerous sentences. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through From Word to Discourse activities, we help students do this in an explicit way. 1.73 Creating Your Own Mini-story Plots In Creating Your Own Mini-Stories, students are presented with story building blocks (e.g. characters, actions, etc.) from which they can generate numerous sentences and narratives. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through Creating Your Own Mini-Stories, we help students do this in an explicit way. 1.78, 1.168 1.158 Stringing Together Your Own Narratives Much Communication with Limited Means Written or Oral Assessments In Stringing Together Your Own Narratives, students are presented with a more or less random display of many (20-30) target-language terms from which students generate numerous sentences and narratives. The work of ordering, arranging, and connecting words to generate sentences and narratives is a critical aspect in learning a target language, and through scatter charts, we help students do this in creative ways. In Much Communication with Limited Means, students learn some simple terms and phrases as building blocks for putting together numerous phrases and proverbs (e.g. to work is to live, One must breathe to live, etc.) In Written or Oral Assessments, students draw from, and incorporate material they have learned that week to speak or write in complete sentences. French High School Year 1 ACTFL Alignment Page 8
Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Strand: 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. 1.9, 1.99 Culture report In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 1.5, 1.20, 1.35, 1.40, 1.55, 1.60, 1.80, 1.105, 1.108, 1.120, 1.160, 1.165, 1.170 1.110, 1.175 Out of seat activities Becoming a Lifelong Learner In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. French High School Year 1 ACTFL Alignment Page 9
The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. Culturegrams or culture videos and quizzes Online Synchronous Sessions In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 1.9, 1.99 Culture Reports In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 1.5, 1.20, 1.35, 1.40, 1.55, 1.60, 1.80, 1.105, 1.108, 1.120, 1.160, 1.165, 1.170 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. French High School Year 1 ACTFL Alignment Page 10
1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Culturegrams or culture videos and quizzes Online Synchronous Sessions The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. French High School Year 1 ACTFL Alignment Page 11
Strand: Connections Connect with other disciplines and acquire information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. 1.16, 1.113 A Geography lesson In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 1.16 1.128 1.20 Countries & Nationalities module The Roman Alphabet Out of Seat Activity: Famous People In this module, students master a set of vocabulary words related to countries and nationalities through a range of contextualized encounters and interactive games. Assessments at the end challenge students to identify and produce a range of countries and nationalities. In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. In this activity, students are encouraged to use Spanish resources to research a famous historical figure from a Spanish-speaking country. Provided examples include: Louis Pasteur, Napoleon Bonaparte, Pierre and Marie Curie, Joan of Arc, Vercingetorix, Peter Rubens, François Dominique Toussaint-L'Ouverture. 1.155 Victor Hugo Writing Challenge Students read a short biography of Victor Hugo, then read one of his poems: Les Enfants Pauvres, then write 2 paragraphs in English. They are directed to explain in the first paragraph their thoughts about Victor Hugo and his influence in the world, and in the second paragraph, they are directed to respond to the poem. French High School Year 1 ACTFL Alignment Page 12
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 1.5, 1.20, 1.35, 1.40, 1.55, 1.60, 1.80, 1.105, 1.108, 1.120, 1.160, 1.165, 1.170 1.110, 1.175 Out of seat activities Becoming a Lifelong Learner In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. Culturegrams or culture videos and quizzes In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. French High School Year 1 ACTFL Alignment Page 13
Strand: 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. 1.3 The Puzzle In The Puzzle, students figure things out about the language and experience the excitement of discovery in language learning rather than just being presented with rules and categories, and then being asked to "fill in the blanks". The discovery typically is framed in activities where students identify word breaks, then progressively work through activities that highlight grammatical, syntactical, or other significant aspects of the target language. 1.18, 1.53, 1.93, 1.173 Points, Lines, and Figures In this activity, students learn to recognize and describe different geometric shapes. 1.13, 1.148 The Broken Window, Ma Première Visite au Québec In Diglot Weave stories, students listen to a story that is framed in their native language, but contextually introduces terms and phrases in the target language, so that terms or chunks of the target language are utterly comprehensible. Students can get into a story that is more involved earlier when we leverage their familiarity with their native language or recognizable plot lines. 1.33, 1.63, 1.83, 1.138 Chatter at a Royal Ball In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about, e.g. who is performing, and how well they are performing. 1.23, 1.38 Toward Fluency In Toward Fluency exercises, students string together sentences to ask for, and describe characteristics of people. The activity also highlights connective expressions. French High School Year 1 ACTFL Alignment Page 14
1.28, 1.153 The Key of the King's Kingdom Students can feel pride when they are able to produce something meaningful and complete in the target language after a short time. Our performance stories, such as Key of the King's Kingdom, are designed to get students into the language, because they are not oneoffs, ending with the piece, but typically model a useful principle that students can apply in other contexts. In order to help students learn the particular story, this story has a repeating pattern as part of its structure. 1.8, 1.123 Thinking in French In these lessons, students learn to read sentences written with pictographs, and to string together sentences with reference to groups of pictures. 1.48, 1.68, 1.143, 1.163 1.58, 1.103 Focus on the Language From Word to Discourse In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. In From Word to Discourse activities, students are presented with a more or less random display of many (20-30) target-language terms from which they can generate numerous sentences. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through From Word to Discourse activities, we help students do this in an explicit way. 1.73 Creating Your Own Mini-story Plots In Creating Your Own Mini-Stories, students are presented with story building blocks (e.g. characters, actions, etc.) from which they can generate numerous sentences and narratives. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through Creating Your Own Mini-Stories, we help students do this in an explicit way. French High School Year 1 ACTFL Alignment Page 15
1.78, 1.168 1.98 Stringing Together Your Own Narratives A Mother talks with her Child In Stringing Together Your Own Narratives, students are presented with a more or less random display of many (20-30) target-language terms from which students can generate numerous sentences and narratives. Rather than present students with a list of nouns, verbs, and adjectives, or a list of sentences to memorize, we help students learn the excitement of figuring out some of the simple structure of the language. The work of ordering, arranging, and connecting words to generate sentences is a critical aspect in learning a target language, and through Stringing Together Your Own Narratives, we help students do this in an explicit way. In A Mother Talks with her Child, students listen to and read a narration a Mother gives to her child about different body parts. Modeling the simple and repetitive sentence structure used with children provides an ideal input for comprehension. 1.108 In the Classroom In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. 1.110, 1.175 1.113 Becoming a Lifelong Learner Lecture on Geography In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. French High School Year 1 ACTFL Alignment Page 16
1.128 1.158 The Roman Alphabet Much Communication with Limited Means Grammar Modules Reading or Listening Comprehension Activities Immersive Diglot Weave Story In these lessons, students learn about core content material in the target language. Because these lessons incorporate numerous cognates, borrowed words, and familiar concepts, students can follow relatively involved lessons. In Much Communication with Limited Means, students learn some simple terms and phrases as building blocks for putting together numerous phrases and proverbs (e.g. to work is to live, One must breathe to live, etc.) In Grammar Modules, students compare grammatically correct sentences with incorrect sentences and formulate their own hunches about the grammar principle. Students strengthen their grasp on the pattern by exploring--through interactive games--a variety of sentences incorporating the pattern. In Reading and Listening Comprehension activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details about the passages. In the weekly immersive Diglot Weave story, students follow a story that is told four times (across several days), each time with more of the target language weaved in (Diglot comes from the roots "di" meaning two, and "glot" meaning language--these stories weave together the students' native language, and the target language.) The story follows two silly, endearing characters and their adventurous exploits. By the third and fourth iterations, the story is largely in the target language, but because of the previous iterations and episodes, students can readily follow what is happening. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 1.5, 1.20, 1.35, 1.40, 1.55, 1.60, 1.80, 1.105, 1.108, 1.120, 1.160, 1.165, 1.170 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. French High School Year 1 ACTFL Alignment Page 17
1.9, 1.99 Culture Report In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Strand: Communities Participate in multi-lingual communities at home and around the world Related Lessons Title Description Standard 5.1: Students use the language both within and beyond the school setting. 1.5, 1.20, 1.35, 1.40, 1.55, 1.60, 1.80, 1.105, 1.108, 1.120, 1.160, 1.165, 1.170 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. French High School Year 1 ACTFL Alignment Page 18
1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 1.110, 1.175 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. French High School Year 1 ACTFL Alignment Page 19