This document contains the Westlake City Schools’ Foreign
Language Course of Study, completed at the end of the 2000-2001 school
year. The Foreign Language Course of
Study has been reviewed, and was approved by the Westlake City Schools’ Board
of Education on
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Grades 5-8............................................................................................................ Page
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High School – Stage One....................................................................................... Page
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High School – Stage Two...................................................................................... Page
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High School – Stage Three.................................................................................... Page
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High School – Stage Four...................................................................................... Page
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High School – Stage Five....................................................................................... Page
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Leigh Dunnick
Madeline DuBois
Marianne Fouts
Anne Frantz
Mel Garate
Luda Grossman
Ellen Harshbarger
Joy Horvath
Cindy Keefe
Nicolette Miller
Melissa Palmer
Lisa Patton
Florica Podway
Janet Vinciguerra
Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.
The Westlake city Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:
Successful students are ready to learn, display
appropriate behavioral and social skills, assume responsibility, and work to
reach their full potential. They are
enthusiastic about learning, possess basic academic skills and strive for
excellence.
Supportive families are proactive and involved
in all aspects of their children’s education, assist their children with
schoolwork, encourage their children to make positive choices and to be
responsible for their actions, offer guidance and motivation so their children
reach their full potential, and work in partnership with school.
Exemplary teachers care for their students, are
knowledgeable regarding subject matter and effective instructional strategies,
and engage students in meaningful learning experiences.
Exemplary administrators are knowledgeable and
provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and
supportive environment, empower all staff by providing opportunities for
professional development and communicate effectively with all constituents.
Exemplary support personnel assist in the education of
our children by providing a healthy, safe, nurturing and responsive learning
climate.
Ideal learning environments are child-centered, stimulating
and positive, free from distractions, appropriate in class size, and include
ample and varied resources. Students and
staff feel safe physically and emotionally, and devote themselves to academic
and personal achievement.
Helpful community members,
organizations and businesses celebrate their schools’ and students’
accomplishments, share resources and engage in dialogue.
VISION STATEMENT
The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.
Empowering all students to
achieve their educational goals,
to direct their lives, and
to contribute to society
FOREIGN
LANGUAGE PROGRAM PHILOSOPHY
As the world becomes increasingly interdependent
politically, culturally, and economically, there is a growing need for a
working knowledge of the world’s languages and cultures. Through the study of
foreign language, awareness of the political and social aspects of the culture
is broadened. An understanding of the global environment is fostered in the
pursuit of languages. It is also intended that developing reading, writing,
listening, and speaking skills in the target language reinforce communication
skills in English. It is further emphasized that all students should have the
opportunity to experience a foreign language as early as possible and for as
long as they wish to pursue the study. The foreign language program provides
for individual needs and differences in learning styles and interest. For these
reasons, the Westlake City Schools provide a foreign language program as an
integral part of a world-class curriculum.
Foreign Language Mission and Goals
The mission of foreign language education in the
Westlake City Schools is to empower all learners to communicate with peoples of
the world. The goals serve to enact the
mission. The goals of the Westlake City Schools are guided by the goals and
content standards in the National Standards in Foreign Language Education
Project entitled, Standards for Foreign Language Learning: Preparing for the
21st Century.
The following goals represent the culmination of
foreign language instruction and guide the development of a consistent and
articulated program. The goals are supported by grade-level instructional
objectives organized into four strands; listening, speaking, reading, and
writing.
Goal 1: To empower learners
to communicate in a foreign language for multiple purposes, in a variety of
modes, and within a wide range of cultural contexts.
The
following reflect the national standards in foreign language education.
The
learner will:
1. engage in conversations,
provide and obtain information, express feelings and emotions, and exchange
opinions;
2. understand and interpret
written and spoken language on a variety of topics;
3. present information,
concepts, and ideas orally and in written form on a variety of topics;
4. use language to establish
and maintain personal relationships;
5. use language both within and
beyond the school setting.
Goal 2: To empower learners
to demonstrate knowledge of world cultures, develop an appreciation of cultural
diversity, and expand awareness of their own language and culture.
The
following reflect the national standards on foreign language education.
The
learner will:
1. describe and analyze the
patterns of behavior which are derived from cultural beliefs and attitudes;
2. examine themes, mind sets,
and beliefs which form the world view of the target cultures;
3. describe the significant
contributions of the target cultures to the world community;
4. demonstrate understanding of
the nature of language through comparisons of the target language and their
own; and
5. demonstrate understanding of
the concept through comparisons of the cultures studied on their own.
Goal 3: To empower the
learners to expand opportunities to use language by connecting with other
disciplines, accessing information through authentic language sources, and by
interacting in the global society.
The
following reflect the national standards in foreign language education.
The
learner will:
1. use foreign language to
enhance, reinforce, and further knowledge of other disciplines;
2. acquire information and
recognize the distinctive viewpoints that are only available through the
foreign language and it cultures;
3. use authentic documents,
media, and contacts with members of the target culture;
4. explore opportunities to use
the target language within the community and internationally; and
5. communicate directly with speakers of the target language through face-to-face conversations or written texts.
FOREIGN LANGUAGE CURRICULUM
Grades 5-8
Students at Parkside Intermediate School are scheduled for the equivalent of one quarter of French or Spanish, approximately 40 days, 40 minutes a day during the fifth grade year. The next year they take the other language for the same amount of time. Entering seventh grade, the students at Lee Burneson Middle School are required to choose between French and Spanish. It is a two-year, sequential program, a semester each year. Some eighth grade students opt to take a level one course in Spanish or French for one Carnegie unit in the eighth grade year. Upon completion of the eighth grade year, students are competent in the Pre-stage one curriculum
Pre-Stage One
Pre-stage one learners are beginning to develop the ability to speak, listen, read and write in a foreign language, and use language in a culturally appropriate manner. Pre-stage one learners are able to speak using short sentences which contain learned words and phrases. They are able to write by copying familiar words or phrases and may reproduce some from memory. They demonstrate the ability to understand the target language when it is spoken in short simple phrases and sentences. Pre-stage one learners are able to read brief texts with comprehension.
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Performance
Objectives |
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1. Interpersonal Communication The learner will engage in conversation and exchange information and opinions orally and in writing in the target language, incorporating appropriate use of technology such as e-mail. |
1.01 Interact with teachers and others using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during interactions 1.03 Ask and answer questions using learned material. 1.04 Share likes and dislikes, feelings and emotions with each other. 1.05 Use culturally acceptable vocabulary, gestures, and idiomatic expressions in conversation. |
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2. Interpretive Communication The learner will understand and interpret written and spoken language on a variety of topics in the target language, using the available technological tools (i.e., videos, interactive CD’s, cassettes and CD’s.) |
2.01 Follow directions, commands and requests. 2.02 Demonstrate understanding of simple words, phrases, and sentences about basic personal needs and familiar topics. 2.03 Demonstrate understanding of questions about familiar topics. |
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3. Presentational Communication The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multi-media presentations. |
3.01 Name and describe people, places, and things using familiar words, phrases, and sentences. 3.02 Present memorized materials such as poetry, songs, rhymes, and skits. |
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4. Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Information can be located through a variety of sources (i.e., the Internet, CD-Roms, and video.) |
4.01 Participate in activities and celebrations which are characteristic of young adolescents in the target cultures. 4.02 Demonstrate an awareness of the different target countries by locating them on a map or globe. 4.03 Explore practices and perspective of contemporary life in the target cultures. |
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5. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language and culture to others. This insight will be developed through a variety of resources which can include interactive CD-Roms, videos, cassettes, and CD’s in the target language. |
5.01 Identify the sound patterns of the target language and compare them to his/her own language. 5.02 Develop an awareness of the structural patterns in the target language and compare them to his/her own language. 5.03 Recognize similarities and differences in the ways languages are written in the target language and his/her own language. 5.04 Develop an awareness that there are words, phrases, and idioms that do not translate directly from one language to another. 5.05 Identify connections among languages by recognizing cognates and loan words. 5.06 Identify similarities and differences of products between the target culture and his/her own culture. |
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6. Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. |
6.01 Students will use target language to reinforce concepts in other disciplines. 6.02 Recognize and apply learning strategies and processes from other disciplines. |
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7. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. |
7.01 Use technology (i.e., e-mail and videos) which provide opportunities to use the target language and/or experience the target culture. 7.02 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures. |
FOREIGN
LANGUAGE CURRICULUM
This course is an introduction to the study of the target language and
its culture. It allows students to
perform the most basic functions of the language and to become familiar with
some elements of its culture. The
emphasis is placed on the development of the four skills of listening,
speaking, reading, and writing within a given context, extending outside of the
classroom setting whenever possible. The
context focuses on the students’ lives and experiences and includes an exposure
to everyday customs and lifestyles.
Grammar is integrated throughout the course and is selected according to
the language needs (functions).
A general introduction to the culture, its products (e.g., literature, laws, foods, games) perspectives (e.g., attitudes, values, beliefs) and practices (patterns of social interaction), is integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own.
Integration of other disciplines is on going throughout the course.
Performance
Objectives
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1. Interpersonal Communication The learner will engage in conversation and exchange information and opinions orally and in writing in the target language, incorporating appropriate use of technology such as e-mail. |
1.01 Interact with teachers and others using standard greetings, farewells, and expressions of courtesy orally and in writing. 1.02 Use basic words and short learned phrases during interactions orally and in writing. 1.03 Ask and answer questions about feelings using learned materials orally and in writing. 1.04 Share likes and dislikes, feelings, and emotions with each other orally and in writing. 1.05 Engage in oral and written conversation to exchange essential and personal information about everyday topics. 1.06 Use culturally acceptable vocabulary and idiomatic expressions. |
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2. Interpretive Communication The learner will understand and interpret written and spoken language on a variety of topics in the target language, using the available technological tools such as videos, interactive CD’s, cassettes and CD’s. |
2.01 Demonstrate understanding of words, phrases, and sentences from simple oral and written texts dealing with basic personal and social needs. 2.02 Demonstrate understand of oral and written questions about familiar topics. 2.03 Follow oral and written directions, commands, and requests. 2.04 Identify key words or main ideas from oral and written passages. 2.05 Make inferences from simple oral and/or written passages (e.g., conversations, dialogues, narratives, advertisements, songs, rhymes, chants, or literature) about familiar topics. 2.06 Interpret phrases presented with intonation and other visual or auditory cues. |
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3. Presentational Communication The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multi-media presentations. |
3.01 Give short oral or written presentations about people, places, things, and events using everyday words and phrases. 3.02 Dramatize songs, simple skits, or poetry dealing with familiar topics. |
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4. Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Information can be located through a variety of sources such as the Internet, CD-Roms and video.
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4.01 Recognize and use gestures, manners, behaviors, greetings, and idiomatic expressions of the target cultures. 4.02 Learn and discuss patterns of behavior or interaction among the target cultures. 4.03 Discuss activities and celebrations and their impact on the culture. 4.04 Demonstrate an awareness of the different target countries and their capitals by locating them on a map or globe and identifying their major geographical features. 4.05 Explore practices and perspectives of contemporary life in the target cultures through printed and electronics materials and cultural artifacts. 4.06 Identify cultural products, practices, and perspectives that lead to generalizations or stereotyping. |
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5. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. This insight will be developed through a variety of resources which can include interactive CD-roms, videos, cassettes and CD’s in the target language. |
5.01 Identify the sound patterns of the target language and compare them to his/her own language(s). 5.02 Identify similarities and differences in the structural patterns in the target language and his/her own language(s). 5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/character, punctuation, capitalization) in the target language and his/her own language(s). 5.04 Recognize that there are words, phrases, idioms, and concepts that do not transfer directly from one language to another. 5.05 Identify connections among languages by recognizing cognates and loan words. 5.06 Develop an appreciation for cultural differences by comparing simple patterns of behavior or interaction in various cultural settings including his/her own. 5.07 Identify similarities and differences of tangible and intangible products (e.g., food, dwellings, music, sports, clothing) between the target cultures and his/her own culture(s). 5.08 Examine the cultural traditions and celebrations that exist in the target culture and other cultures and recognize the viewpoints behind them. 5.09 Recognize viewpoints and attitudes of people in both his/her own culture(s) and the target cultures relating to family, home school, work and play. |
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6. Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. |
6.01 Demonstrate understanding and apply information and skills that are common to the foreign language class and other disciplines. 6.02 Recognize and apply learning strategies and processes from other disciplines. 6.03 Develop learning strategies in the target language which can be used in other disciplines. |
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7. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and/or beyond the school setting. |
7.01 Share knowledge of the target language and cultures with others. 7.02 Visit places in person or via technology (i.e., e-mail and videos) which provide opportunities to use the target language. 7.03 Identify occupations within the community and beyond that require proficiency in the target language. 7.04 View, listen to, and read various forms of media that utilize the target language and reflect the target culture. |
FOREIGN LANGUAGE CURRICULUM
It is recommended that students enrolled in this course have demonstrated their proficiency at Stage One.
This course provides students with opportunities to continue the development of their listening, speaking, reading, and writing skills. Students participate in simple conversational situations by combining and re-combining learned elements of the language orally and in writing. They are also able to satisfy basic survival needs and interact on issues of everyday life in the present and past, inside and outside of the classroom setting. They compose related sentences which narrate, describe, or summarize familiar topics from the target language culture. Focus is placed on understanding main ideas. They develop a better understanding of the similarities and differences between cultures and languages, and they examine the influences of the beliefs and values on the target culture(s).
Integration of other disciplines is on going throughout the course.
Strands: Listening,
Speaking, Reading, Writing
Performance
Objectives
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1. Interpersonal Communication
The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. |
1.01 Communicate present and past information by recombining basic vocabulary and structures orally and in writing. 1.02 Exchange information by asking and answering original questions orally and in writing. 1.03 Share likes and dislikes, feelings and emotions giving supporting information orally and in writing. 1.04 Engage in oral or written conversation (such as face-to-face or letters) about everyday topics using strings of simple sentences. 1.05 Use culturally acceptable vocabulary, idiomatic expressions. |
2. Interpretive Communication
The learner will understand and interpret written and spoken language on a variety of topics in the target language, incorporating appropriate use of technology such a e-mail.. |
2.01 Demonstrate understanding of some oral and written idiomatic expressions, phrases, sentences and passages. 2.02 Demonstrate understanding of increasingly complex oral and written questions relating to familiar topics. 2.03 Understand and follow oral and written directions, commands and requests. 2.04 Identify main idea(s) and some details from simple oral and written passages about familiar topics. 2.05 Make references and draw conclusions from simple oral and/or written passages (e.g., conversations, dialogues, narratives, advertisements, songs, rhymes, chants, or literature). 2.06 Interpret phrases as presented with accompanying intonation and other visual or auditory cues. |
3. Presentational Communication
The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multi-media presentations. |
3.01 Give oral and written presentations about people, places, things, and events using simple sentences and paragraphs. 3.02 Dramatize songs, short plays and skits, or poetry on familiar topics. 3.03 Tell or retell a story orally and in writing. 3.04 Recombine known language to produce personalized statements. 3.05 Give instructions orally and in writing. 3.06 Compose paragraphs related to personal experience. 3.07 Summarize orally and in writing main idea(s) from selected material. |
4. Cultures
The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Information can be located through a variety of sources such as the Internet, CD-Roms and video. |
4.01 Recognize and use cultural practices and expressions in daily activities. 4.02 Identify and explain patterns of behavior or interaction in the target culture. 4.03 Discuss activities, experiences, customs and traditions of the target culture. 4.04 Identify major geographical features, cities, and regions of the target countries where the language is spoken and show their relationship to the culture. 4.05 Identify important people, events and achievements of the target countries and show their contribution to their own and other cultures. 4.06 Investigate perspectives and practices of contemporary life in the target cultures through printed and electronic materials and cultural artifacts 4.07 Identify differences in cultural products, practices, and perspectives which lead to generalizations or stereotyping among cultures with the same language. |
5. Comparisons
The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. This insight will be developed through a variety of resources which can include interactive CD-Roms, videos, cassettes and CD’s in the target language. |
5.01 Demonstrate an awareness of regional and national sound pattern differences (such as pronunciation, intonation, word stress) within the target language and his/her own language(s). 5.02 Compare and contrast structural patterns in the target language and his/her own language. 5.03 Recognize words, phrases, idioms that do not translate directly from one language to another, and their impact on communication. 5.04 Recognize the changing nature of language. Develop an awareness of his/her own culture based on comparison of patterns of behavior or interactions, viewpoints, and attitudes in the target culture. 5.05 Identify information skills and learning strategies common to the foreign language class and their discipline. 5.06 Understand the reasons why certain products originate and are important to the target cultures and to their own. 5.07 Investigate the cultural traditions and celebrations that exist in the target culture and recognize the viewpoints behind them. |
6. Connections
The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. |
6.01 Identify and process information and skills that are common to the foreign language class and other disciplines. 6.02 Communicate information in the foreign language class which is common to other disciplines. 6.03 Recognize and apply learning strategies, processes from other disciplines. |
7. Communities
The learner will use language and/or cultural knowledge and understanding within and/or beyond the school setting. |
7.01 Share knowledge of the target language and culture with others. 7.02 Interact with people of other cultures in the target language about familiar topics. 7.03 Visit places in person or via technology (i.e., e-mail and videos) which provide opportunities to use the target language and/or experience the target cultures. 7.04 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures. |
FOREIGN LANGUAGE CURRICULUM
It is recommended that students enrolled in this course have successfully demonstrated their language proficiency at Stage Two.
This course provides students with additional opportunities to expand their listening, speaking, reading, and writing skill as they create with the language and as they access short literary texts, authentic materials, and media on generally familiar topics. Students satisfy limited communication that social interactions demand; they initiate and maintain face-to-face communication. They identify main idea(s) and significant details in discussions, presentations, and written texts within a cultural context, read and interpret short cohesive passages in present, past, and future time and compose messages, announcements, personal notes, and advertisements. They continue to refine their knowledge and understanding of the target language and culture(s) and their own, by examining the inter-relationship of other cultures to their own, by demonstrating behaviors appropriate in target cultures, and by applying their knowledge and skills inside and outside of the classroom setting.
Integration of other disciplines is on going throughout the course.
Strands: Listening,
Speaking, Reading, Writing
Performance Objectives |
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1. Interpersonal Communication The learner will engage in conversation and exchange information and opinions orally and in writing in the target language, incorporating appropriate use of technology such as e-mail and electronic portfolios. |
1.01 Interact using original thoughts orally and in
writing by employing increasingly complex structures and expanded vocabulary
in present, past, and future times. 1.02 Ask and answer open-ended questions that are beyond immediate needs orally and in writing. 1.03 Express preferences, feelings, emotions, and opinions giving supporting details orally and in writing. 1.04 Demonstrate evidence of self-correction in communication with others. 1.05 Increase use of culturally acceptable vocabulary, idiomatic expressions. |
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2. Interpretive Communication The learner will understand and interpret written and spoken language on a variety of topics in the target language. Information will be gathered from a variety of sources, both printed and non-printed (e.g., Internet, video, TV, personal interview, CD-Rom, maps, and books) |
2.01 Demonstrate
understanding of a wide range of oral and written idiomatic expressions,
phrases, sentences, and passages. 2.02 Demonstrate
understanding of oral and written questions relating to familiar and less
familiar topics. 2.03 Understand
and follow oral and written directions, commands, and requests originating
from a variety of cultural settings. 2.04 Identify main
ideas and significant details from conversations and written passages. 2.05 Read and interpret
materials such as travel brochures and guides. 2.06 Predict
outcomes, draw inferences, analyze, and make judgments from oral and written
materials. 2.07 Recognize
intonation patterns and their effect on meaning. |
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3. Presentational Communication The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multimedia presentations which involve down- loading and saving information from the specific technology tools (software and simulations). |
3.01 Narrate and describe dialogues in present, past, and
future time orally and in writing. 3.02 Compose and present dialogues. 3.03 Compose messages, announcements, personal notes,
advertisements, postcards, or simple letters. 3.04 Explain a simple process, incorporating
instructions. 3.05 Summarize and interpret information from oral and written material. |
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4. Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Information can be located through a variety of sources such as the Internet, CD-Roms and video. |
4.01 Compare and contrast patterns of behavior or
interaction among the target cultures. 4.02 Participate in activities and celebrations, and
experience and analyze customs, traditions, and celebrations of the target
cultures. 4.03 Compare and contract geographical features of target
countries to show their relationship to the culture. 4.04 Discuss the influence of important people, events,
and achievements of the target countries on their own and other cultures. 4.05 Draw inferences about contemporary life in the
target cultures through print and non-print media, cultural artifacts, and/or
interaction with people from those cultures. 4.06 Compare and contrast cultural products, practices,
and perspectives among cultures with the same language in order to dispel
stereotypes. |
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5. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. The insight will be developed through a variety of resources which can include interactive CD-Roms, videos, cassettes, and CD’s in the target language. |
5.01 Compare and contract regional and national sound
pattern differences (e.g., pronunciation, intonation, word stress) within the
target language and his/her own language(s). 5.02 Compare and contrast structural patterns in the
target language and own language(s). 5.03 Recognize words, phrases, idioms that do not
translate directly from one language to another and their impact on
communication. 5.04 Explain the changing nature of language. 5.05 Understand selected economic, political, and social
events that have shaped the target culture and their relationship to the
United States across time. 5.06 Explore the relationship of attitudes, behaviors,
and products in the target culture and compare to his/her own culture. |
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6. Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language |
6.01 Discuss, exchange, and analyze information acquired
from other disciplines in the target language. 6.02 Recognize and apply learning strategies, processes,
and skills from other disciplines. 6.03 Develop learning strategies in the target language
which can be used in other disciplines. |
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7. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting. |
7.01 Share knowledge of the target language and cultures
with others. 7.02 Interact with people of other cultures in the target
language about familiar topics when presented with the opportunity. 7.03 Visit places in person or via technology (i.e.,
e-mail and videos) which provide opportunities to use the target language
and/or experience the target cultures. 7.04 Identify occupations within the community and beyond
that require proficiency in the target language. 7.05 View, listen to, and read various forms of media
that utilize the target language and reflect the target cultures. |
FOREIGN LANGUAGE CURRICULUM
It is recommended that students enrolled in this course have successfully demonstrated their language proficiency at Stage Three.
A major focus of this course is to enable students to communicate in writing and in extended conversation on a variety of topics. Students begin to narrate, discuss, and support fairly complex ideas and concepts using concrete facts and topics in past, present and future time. Emphasis is placed on independent reading. Finer points of grammar are studied to aid oral and written communication. There is more in depth study of the target culture(s) and their influences throughout the world. Students are able to connect the target language to other disciplines and can compare it to their own. Finally, they are able to use language inside and outside of the classroom setting when presented the opportunity.
Strands: Listening,
Speaking, Reading, Writing
Performance Objectives |
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1. Interpersonal Communication The learner will engage in conversation and exchange information and opinions orally and in writing in the target language, incorporating appropriate use of technology such as e-mail and electronic portfolios. |
1.01 Communicate original thoughts with others using
increasingly complex structures and expanded vocabulary, with appropriate
tenses. 1.02 Ask and answer open-ended questions to seek and provide information and clarify meaning. 1.03 Exchange points of view, express preferences and defend opinions. 1.04 Demonstrate self correction in communication with others. 1.05 Sustain conversation using circumlocution and other strategies. 1.06 Use culturally acceptable vocabulary and idiomatic expressions. |
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2. Interpretive Communication The learner will understand and interpret written and spoken language on a variety of topics in the target language. Information will be gathered from a variety of sources, both printed and non-printed (e.g., Internet, video, TV, personal interview, CD-Rom, maps and books.) |
2.01 Demonstrate
understanding of oral and written materials without complete reliance on
formally learned vocabulary and structures. 2.02 Demonstrate
understanding of more complex oral and written questions relating to familiar
and unfamiliar topics. 2.03 Understand
and follow more complex oral and written directions, commands, and requests
originating from a variety of cultural settings. 2.04 Interpret
main ideas from passages. 2.05 Demonstrate
the ability to comprehend advanced readings. |
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3. Presentational Communication The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multimedia presentations which involve down- loading and saving information from the specific technology tools (software and simulations). |
3.01 Compose narrations and detailed descriptions in
present, past, and future time orally and in writing. 3.02 Create and present short plays or stories. 3.03 Develop in writing an organized summary,
composition, report or article. 3.04 Prepare oral and written reports on topics studied
in the foreign language classroom and/or in other disciplines. 3.05 Explain a complex process incorporating detailed
instructions. |
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4. Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products and perspectives of cultures other than his/her own. Information can be located through a variety of sources such as the Internet, CD-Roms, and video. |
4.01 Compare and contrast patterns of behavior or interaction
among the target cultures. 4.02 Participate in activities and celebrations, and
experience and analyze customs, traditions and celebrations of the target
culture. 4.03 Examine historical and contemporary literature and
the arts in order to understand the cultural practices and perspectives of
the target culture. 4.04 Compare and contrast geographical features of target
countries to show their relationship to the culture. 4.05 Discuss the influence of important people, events,
and achievements of the target countries on their own and other cultures. 4.06 Compare and contrast cultural products, practices,
and perspectives among cultures with the same language in order to dispel
stereotyping. 4.07 Discuss and dispel stereotypical images
associated with the target culture. |
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5. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. This insight will be developed through a variety of resources which can include interactive CD-Roms, videos, cassettes, and CD’s in the target language. |
5.01 Compare and contrast structural patterns in the
target language and his/her own language(s). 5.02 Recognize words, phrases, idioms that do not
translate directly from one language to another and their impact on
communication. 5.03 Describe how languages influence each other. 5.04 Compare the native and target cultures in terms of
various institutions (e.g., educational, legal, economic, and governmental). 5.05 Analyze cultural perspective as reflected in a
variety of literary works and compare and contrast to his/her own culture. 5.06 Analyze the relationship of attitudes, behaviors,
and products in the target culture and compare to his/her own culture. |
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6. Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. The learner may utilize technology as a means for identifying and incorporating primary source materials. |
6.01 Acquire information from a variety of authentic
sources in the target language about topics that are common to other
disciplines. 6.02 Synthesize information from authentic sources
relating to other disciplines. 6.03 Recognize and apply learning strategies, processes
and skills from other disciplines. |
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7. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting. |
7.01 Perform and/or participate in a school or community
celebration or competition. 7.02 Share knowledge of the target language and cultures
with others. 7.03 Interact with people of other cultures in the target
language about familiar topics when presented the opportunity (such as
e-pals). 7.04 Visit places in person or via technology (i.e.,
e-mail and videos) which provide opportunities to use the target language
and/or experience the target cultures. 7.05 Identify occupations within the community and beyond
that require proficiency in the target language. 7.06 View, listen to, and read various forms of media that
utilize the target language and reflect the target cultures. |
FOREIGN LANGUAGE CURRICULUM
It is recommended that students enrolled in this course have successfully demonstrated their language proficiency at Stage Four.
A major focus of this course is to enable student to communicate in writing and in extended conversations on a variety of topics. Students narrate, discuss, and support fairly complex ideas and concepts using concrete facts and topics in all tenses.
Another aspect of this course is the reading of short stories, excerpts from various periods of literature, current events, and other authentic materials. Emphasis is placed on independent reading. Finer points of grammar are studied to aid oral and written communication. Students are able to connect the target language to other disciplines and can compare it to their own. They are also able to use the language inside and outside of the classroom setting.
Strands: Listening,
Speaking, Reading, Writing
Performance Objectives |
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1. Interpersonal Communication The learner will engage in conversation and exchange information and opinions orally and in writing in the target language, incorporating appropriate use of technology such as e-mail and electronic portfolios. |
1.01 Ask and answer open-ended questions to seek and
provide information and clarify meaning. 1.02 Exchange points of view, express preferences and defend opinions. 1.03 Demonstrate self correction in communication with others. 1.04 Sustain conversation using circumlocution and other strategies. 1.05 Interact using original thoughts orally and in writing by employing increasingly complex structures and a vocabulary in present, past, and future times. 1.06 Express preferences, feelings, emotions, and opinions giving supporting details orally and in writing. 1.07 Increase use of culturally acceptable vocabulary and idiomatic expressions. |
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2. Interpretive Communication The learner will understand and interpret written and spoken language on a variety of topics in the target language. Information will be gathered from a variety of sources, both printed and non-printed (i.e., Internet, video, TV, personal interview, CD-Rom, maps and books). |
2.01 Demonstrate
understanding of oral and written materials without complete reliance on
formally learned vocabulary and structures. 2.02 Demonstrate
understanding of more complex oral and written questions relating to familiar
and unfamiliar topics. 2.03 Understand
and follow more complex oral and written directions, commands, and requests
originating from a variety of cultural settings. 2.04 Demonstrate
the ability to move beyond literal comprehension toward more critical reading
where style and mood (e.g., sarcasm, humor, irony)
may be considered. 2.05 Analyze,
evaluate, organize, and determine point of view and purpose from oral and
written materials. 2.06 Identify
main ideas and significant details from longer authentic spoken passages from
the target cultures (e.g., recorded discussions,
presentations, lectures) 2.07 Read and
interpret authentic materials (e.g., selected short stories, poetry and other
literary works, articles, and simple technical material). 2.08 Predict
outcomes, draw inferences, analyze, and make judgments from oral and written
materials. 2.09 Recognize
intonation patterns and their effect on meaning. |
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3. Presentational Communication The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. These could include live or multimedia presentations which involve down- loading and saving information from the specific technology tools (software and simulations). |
3.01 Compose narrations and detailed descriptions in all
tenses orally and in writing. 3.02 Develop in writing an organized summary,
composition, report or article. 3.03 Prepare oral and written reports on topics studied
in the foreign language classroom and/or in other disciplines. 3.04 Explain a process incorporating detailed
instructions. 3.05 Summarize, interpret, and analyze information from
authentic materials or literary samples orally and in writing. 3.06 Compose and present stories, dialogues and short
plays. |
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4. Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products and perspectives of cultures other than his/her own. Information can be located through a variety of sources such as the Internet, CD-Roms and video.) |
4.01 Compare and
contrast patterns of behavior or interaction among the target cultures. 4.02 Participate in activities and celebrations, and
experience and analyze customs, traditions and celebrations of the target
cultures. 4.03 Examine historical and contemporary literature and
the arts in order to understand the cultural practices and perspectives of
the target cultures. 4.04 Compare and contrast geographical features of target countries to show their relationship
to the culture. 4.05 Discuss the influence of important people, events,
and achievements of the target countries on their own and other cultures. 4.06 Draw inferences about contemporary life in the
target cultures through print and non-print media, cultural artifacts, and/or
interaction with people from those cultures. 4.07 Compare and contrast cultural products, practices,
and perspectives among cultures with the same language in order to dispel
stereotyping. 4.08 Discuss and dispel stereotypical images associated
with the target culture(s). |
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5. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. This insight will be developed through a variety of resources which can include interactive CD-Roms, videos, cassettes and CD’s in the target language. |
5.01 Investigate
regional and national sound pattern differences (e.g., pronunciation,
intonation, word stress) within the target language and
his/her own language(s). 5.02 Explain the
changing nature of language. 5.03 Explore the
relationship of attitudes, behaviors, and products in the target culture and
compare his/her own culture. 5.04 Compare and
contrast structural patterns in the target language and his/her own language(s). 5.05 Recognize
words, phrases, idioms that do not translate directly from one language to
another and their impact on communication. 5.06 Describe how
languages influence each other. 5.07 Compare the
native and target cultures in terms of various institutions (e.g.,
educations, legal, economic, and governmental). |
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6. Connections The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. The learner may utilize technology as a means for identifying and incorporating primary source materials. |
6.01 Discuss, exchange, and analyze information acquired
from other disciplines in the target language. 6.02 Acquire information from a variety of authentic
sources in the target language about topics that are common to other
disciplines. 6.03 Recognize and apply learning strategies, processes,
and skills from other disciplines. 6.04 Develop learning strategies in the target language
which can be used in other disciplines. |
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7. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting. |
7.01 Share knowledge of the target language and cultures
with others. 7.02 Interact with people of other cultures in the target
language about familiar topics when presented the opportunity. 7.03 Visit places in person or via technology (i.e.,
e-mail and videos) which provide opportunities to use the target language
and/or experience the target cultures. 7.04 Identify occupations within the community and beyond
that require proficiency in the target language. 7.05 View, listen to, and read various forms of media
that utilize the target language and reflect the target cultures. |
FOREIGN
LANGUAGE ASSESSMENT
Assessment in the foreign
language program consists of two components:
informal and formal assessments.
In order to be most effective, both need to focus on the stated goals
and objectives of the foreign language program.
While students are engaged in learning activities, the teacher can be
engaged in ongoing, informal assessments of student performance. The formal assessments can include oral and
written performances, listening and reading comprehension tests, individual and
group projects, and student portfolios.
Other formal assessments include college placements tests and advanced
placement tests which can be used in evaluating the overall success of the
foreign language program.
INTERVENTION
Intervention must always be tied to assessment, recognizing that alternative or supplemental action designed to re-mediate, reinforce, or supplement student learning will sometimes be necessary. When a student’s need for intervention cannot be satisfactorily addressed by the regular classroom teacher, it will be necessary to have options available. These options might include interclass groupings, intervention-assistance teams, tutorial programs, and resource/intervention centers and teacher.
DISCLAIMER STATEMENT
The extent of implementation of technology as contained within this course of study is dependent upon the amount and availability of resources and professional development support.