world languages g6-8 - ewing public schools · brian bittings- supervisor of world languages...

WORLD LANGUAGES GRADES 6-8

THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road

Ewing, NJ 08618

BOE Approval Date: 11/29//10 Michael Nitti Written by: FMS World Language Curriculum Writing Team: Superintendent

Brian Bittings- Supervisor of World Languages Cynthia Esposito- Spanish Teacher Suzanne Hughes- French Teacher Elaine Vieites- Spanish Teacher

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page

Introduction 1 National Standards 2 New Jersey Language Proficiency Levels 3 Preface 4 Enduring Understandings 5 Organization of Content 6 Instructional Guides 7

Sixth Grade Scope of Essential Learning: Unit 1: Classroom Commands 10 Unit 2: Greetings 12 Unit 3: Alphabet 15 Unit 4: Numbers 17 Unit 5: Dates and Weather 20 Unit 6: Geography and Culture 23 Unit 7: Cognates, False Cognates and Borrowed Words 25

Seventh Grade Scope of Essential Learning (French 1A): Unit 1: Greetings 27 Unit 2: Likes and Dislikes 30 Unit 3: Food and Beverages 33

Seventh Grade Scope of Essential Learning (Spanish I): Preliminar – A-D (4 Weeks) 36

Unit 1: Un Amigo o Una Amiga (4 Weeks) 38 Unit 2: Alumnos y Cursos (4 Weeks) 40 Unit 3: Las Compras Para La Escuela (4 Weeks) 42

Eighth Grade Scope of Essential Learning (French 1B): Review of Units 1-3 Unit 4: School 44 Unit 5: Family 47

Eighth Grade Scope of Essential Learning (Spanish I): Review: Preliminar Units 1 to 3 50 Unit 4: En La Escuela 53 Unit 5: En El Cafe 55 Unit 6: La Familia y Su Casa 57

Rubrics 59

References 61

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Introduction World Languages Education in the 21st Century New Jersey citizens are part of a dynamic, interconnected and technologically-driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate and possess the attributes reflected in the mission and vision for world languages education that follow: Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. Vision: An education in world languages fosters a population that:

• Communicates in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace.

• Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication.

• Values language learning as a global literacy as well as for its long-term worth in fostering personal, work-related, and/or financial success in our increasingly interconnected world.

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New Jersey Language Proficiency Levels Unlike other New Jersey Core Curriculum Content Standards areas, the world languages standards are benchmarked by proficiency levels, rather than grade levels. The development of these proficiency levels was informed by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners (ACTFL, 1998), the ACTFL Proficiency Guidelines—Speaking (ACTFL, 1999), and the ACTFL Proficiency Guidelines—Writing (ACTFL, 2001). The levels are fully defined in the World Languages Performance Level Descriptors Table and are summarily reflected in the following proficiency statements:

• Novice-Mid Level: Students communicate using memorized words and phrases to talk about familiar topics related to school, home and the community.

• Novice-High Level: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate-Low Level: Students communicate using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate-Mid Level: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

• Intermediate-High Level: Students communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics.

• Advanced-Low Level: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics.

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Preface The goal of Fisher Middle School’s world language program is to educate students in a language and culture in order to make them knowledgeable and active members of a global society. Students will learn to use world languages for meaningful communication in both spoken and written form. The world language program emphasizes language as it is used in real life situations that students are most likely to encounter. Through world language study, students develop sensitivity to the cultural and linguistic heritage of other groups, understand their influence on American culture, and become prepared to participate in a society characterized by linguistic and cultural diversity. The purpose of this curriculum guide is to provide parents, staff and community members with information that describes World Language instruction in our district. This guide explains what is taught and why, and proposes effective instructional practices. It also suggests materials to be used and methods of assessing student learning. References to the Core Curriculum Content Standards as described in the New Jersey Curriculum Framework are made throughout this document. We Believe…

• Every child has the right to an education.

• Every child has the ability to learn a second language.

• Every child should respect himself and others.

• Every child can attain lifelong physical, social, academic and emotional skills.

• Every child has the right to learn in a safe environment.

• Results can be achieved with a partnership of parents, teachers, and a supportive community.

• Students must be prepared for life in an increasingly technological future.

• Children should be guided to their fullest potential to become productive citizens. It is the mission of Fisher Middle School to ensure that all children have the right to learn in a safe environment, where they will work to their fullest potential to become productive citizens in a technological world. In doing so, they will attain life-long physical, social, academic and emotional skills through the partnership of parents, staff and a supportive community.

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Enduring Understandings

• As the world moves towards a global community, it is increasingly important to be able to communicate in languages other than English.

• It is important to understand the perspectives of a culture that generate its patterns of behavior, ways of life, worldviews, and contributions.

• Proficiency in a world language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.

• The study of a world language enables students to develop insights into the nature of language and culture.

• Learning a world language enables an individual to participate in multilingual communities.

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Organization of Content Students of a world language learn to use language for specific purposes in a variety of situations with ever-increasing linguistic and cultural accuracy. In addition to gaining communication skills, students acquire cultural knowledge and culturally appropriate interaction skills essential for communicating with native speakers of the language. They develop insights into their own language and culture through linguistic as well as cultural comparisons with the world language and culture they are studying. The interdisciplinary focus of relating the content they are learning in other academic areas to content in their world language class also enhances their world language experience. Students become aware of the use of world languages in their community as well as the ability to access the world culture and people via technological connections. The Fisher Middle School World Language Curriculum delineates the performance indicators for Levels 1 of world languages. The performance indicators state what the students should know and be able to do in Level 1. In order to achieve these indicators, a thematic unit base with accompanying vocabulary topics and essential structures has been identified. Within a given theme unit area, the performance indicators of the communication goal are the primary focus and the performance indicators in the goal areas of culture, comparisons, connections, and communities provide broader connections in which to learn the language. In Level 1, the vocabulary that the students learn is directly related to the purposes and situations identified with each unit. Teachers will also select vocabulary to reflect the students’ needs and interests in each unit. Vocabulary acquisition is heavily emphasized over linguistic competence at this level, although a greater emphasis on structural accuracy to enhance communication occurs in each year of successive language study. When communicating in the world language, both in writing and in conversation, the quality of communication of purpose and message are stressed over grammatical accuracy. Grammar skills are important as they aid in effective communication. Standards for grammatical accuracy increase as the students’ language study progresses.

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Instructional Guides In teaching each thematic unit, a collection of sample activities that models Best Practices and Instructional Strategies has been developed for each topic. Each collection includes at least one sample activity for each of the 10 essential components: a pre-assessment, an introduction to vocabulary, a vocabulary practice, an introduction to structures, a structure practice, a formative assessment, a cultural activity, a connections activity, a comparative activity, and a summative assessment. Fisher Middle School Spanish and French Programs The Middle School Spanish and French language curriculum is both an exploratory and preparatory program. It is designed to increase students’ interest and awareness of languages and cultures other than their own. French and Spanish at all levels are taught through cooperative games and interactive participation, as well as frequent visits to the computer lab to use language-learning software. In the sixth grade, students are exposed to both French and Spanish, initiating their three-year study of a language in the middle school. Sixth, seventh and eighth grade students in French and Spanish gradually continue to develop their speaking and comprehension skills of the target language. They also work on a gradual and sequential study of grammar and reading comprehension. Students who have successfully completed the requirements of the Middle School language program may advance to French II or Spanish II in the High School. In seventh and eighth grades, the French and Spanish Program will participate in a community service program with an overseas school in need. For instance, become involved with disaster relief in Haiti and Chile. New students become acquainted with the area by viewing a video or Internet clip, reading a magazine or newspaper clip. All students can voluntarily bring in school supplies and other items for children who live in the given areas. Sixth Grade Sixth grade Exploratory is a six-week course offered to new students who have never taken Spanish or French. Students start from basic language skills such as alphabet sounds, numbers, math problems, days of the week, and months, weather, seasons, classroom commands, school supplies, colors. The culture and geography of French and Spanish speaking countries is also discussed and compared to American cultures. Sixth grade language classes are taught primarily in the target language. Students actively participate with physical responses to teacher-led directions and develop aural and oral skills. Classes use skits, games, dialogues, songs and puzzles. Computer activities and websites are suggested to students to increase computer and Spanish skills.

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Texts:

• Exploring French- Second Edition Revised. EMC/Paradigm Publishing, 2002. Saint Paul, Minnesota. ISBN 0-8219-2403-6

• Exploring Spanish - Second Edition Revised. EMC/Paradigm Publishing, 2002. Saint Paul, Minnesota. ISBN 0-8219-2404-4

Seventh Grade Spanish/French 1A is a semester-long course offered to seventh grade students who chose to expand their level of comfort in the seventh grade Spanish/French program. This course starts from an extensive review of what was covered in sixth grade and will continue to proceed through the chapters assigned by the teacher for the rest of the year. Classes are conducted primarily in the target language and students have daily lessons in which they develop strategies in hearing, speaking, reading and listening. They learn to use phrases that help them to express themselves in everyday situations such as greetings, emotions, likes and dislikes, etc. Students are exposed to cultural projects including research on a Latin American/Francophone country, authentic dishes, and handicrafts. Texts:

• Buen Viaje- Level One. McGraw Hill Glencoe, 2005. Columbus, Ohio. ISBN 0-07-846570-2

• C’est à Toi- Level One. Chapters 1-3. EMC/Paradigm Publishing, 2002. Saint Paul, Minnesota. ISBN 0-8219-2256-4

Eighth Grade Spanish/French 1B is a semester long course available to students who successfully complete the seventh grade course. The goal of this course is to complete the foundation work they have been doing in French and to provide them with a memorable final year of their Middle School career. Vocabulary and grammar skills are further emphasized, while at the same time basic skills, such as listening, speaking, reading, and writing are reinforced. Students have activities using computer technology that allow for individual differences in skills. Students are also involved in other activities such as researching cultural traditions and preparing food. Students who successfully complete the requirements of the eighth grade program may, upon the recommendation of the teacher, proceed to French II or Spanish II in the High School. Students will be expected to continue to develop their language skills by actively participating in classroom activities and conversations in French and Spanish. The various activities include skits, oral interviews, spontaneous conversations, a French/Spanish films, written descriptions and cultural activities. More attention is given to accuracy in writing in this course. Students are encouraged to use language learning sites that exist on the Internet.

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Texts:

• Buen Viaje- Level One. McGraw Hill Glencoe, 2005. Columbus, Ohio. ISBN 0-07-846570-2

• C’est à Toi- Level One. Chapters 4-5. EMC/Paradigm Publishing, 2002. Saint Paul, Minnesota. ISBN 0-8219-2256-4

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Sixth Grade Scope of Essential Learning Unit 1: Classroom Commands

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important because it is essential for the students to use the language in the classroom. The immediate gratification of the classroom commands makes the language meaningful. The classroom commands also reinforce the classroom rules and expectations. Enduring Understandings/Unit Objectives:

• Classroom commands and phrases used by teacher and students in the classroom

Essential Questions:

• May I use the bathroom?

• May I go to the water fountain?

• May I go to the nurse? Acquired Knowledge:

• Classroom commands; for example: Read, repeat, raise your hand, answer the question, sit down, stand up, open/close book

Acquired Skills:

• Give and follow directions commonly used in the classroom setting Major Assessments:

• A variety of assessment games: Simon Sez, Name That Classroom Command!

• Students follow directions in every day classroom situations

• Quiz-Matching target language with pictures

• Refer to Revised C’est a Toi – Level One Unit Tests Teacher’s Edition for assessments and rubrics

Instructional Materials:


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• Handouts- Vocabulary worksheet with pictures, classroom command activities

• Flashcards

• Quiz-matching, action identification, picture identification

• Teacher resources Accommodations/Modifications (ESL, Special Ed, G&T):

• Repetition

• Restate directions

• Visual prompts

• Extended time (homework/tests)

• Study/test guide

• Preferential seating

• Modified assignments

• Supplementary websites Extensions:

• Listening activity with pronunciation: www.bbc.co.uk/.../primaryfrench/.../teachers_audio_html.shtml -

Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6

• 7.NM.C.1-4,6 Suggested Learning Experiences/Instructional Activities:

• Sets – TPR activity: Students demonstrate knowledge of classroom commands by performing the command provided by the teacher

• In Class Activities – Exploring French/Spanish workbook activities

• Cross-content – Relating classroom commands to other courses

• Home-Link Activities – Extra practice at websites

• Possible dilemmas (physical, developmental, spiritual, moral): Inhibition from first experience with second language instruction

Websites:

• http://www.studystack.com/flashcard-301054

• http://www.studystack.com/menu-203599

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Sixth Grade Scope of Essential Learning Unit 2: Greetings

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important to enhance communication as world citizens. These introductory phrases develop relationships, cultural knowledge and communication skills in the target language. Enduring Understandings/Unit Objectives:

• Expressing greetings, introductions and courtesies Essential Questions:

• Do you speak (languages)?

• What is your name?

• How are you? Acquired Knowledge:

• Greetings for example: Hello, goodbye

• Introductions for example: my name is, may I introduce, nice to meet you

• Courtesies for example: please, thank you, excuse me Acquired Skills:

• Express greetings, introductions and courtesies in target language Major Assessments:

• Dialog development and presentation

• Q/A with teacher

• Matching quiz




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• Handouts-vocabulary, picture identification, dialog

• Quiz-dialog presentation


• Repetition


• Visual prompts






• Listening activity: http://french.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=french&cdn=education&tm=9&gps=71_72_1259_573&f=00&su=p1041.1.160.ip_p897.9.336.ip_&tt=0&bt=1&bts=1&zu=http%3A//www.elearnfrenchlanguage.com/sounds/dialogue-greetings2.mp3

Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets – Question and answer with teacher, picture prompt and students provide description

• In Class Activities – conversation with teacher and students, conversation fill-in the blank, greetings song

• Cross-content - Cultural differences

• Home-Link Activities – Practicing with parents and websites

• Possible dilemmas (physical, developmental, spiritual, moral) Websites:


• http://www.bbc.co.uk/schools/primaryspanish/start_here/hello/words.shtml

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• http://www.bbc.co.uk/schools/primaryspanish/start_here/hello/hop_game_wb.shtml



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Sixth Grade Scope of Essential Learning Unit 3: Alphabet

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important because it is the foundation of the language and applicable to other romance languages. The alphabet is also important to use in emergency situations when traveling in other countries. Enduring Understandings/Unit Objectives:

• Alphabet pronunciation, listening skills and an introduction to accents Essential Questions:

• How do you spell your name? Acquired Knowledge:

• Letter identification and pronunciation Acquired Skills:

• Communicate and identify the pronunciation of letters Major Assessments:

• Dictations: Teacher spells French/Spanish words and students write the letters as they hear them



• Handouts- Phonetic alphabet, listening

• Quiz-listening quiz where students write the letter they hear

• Internet video

• Teacher resources

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Accommodations/Modifications (ESL, Special Ed, G&T):

• Repetition


• Visual prompts

• Exemption (homework/tests)





• Audio dictionary: http://french.about.com/od/vocabulary/a/audiodictionary.htm Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets – Identify common text messaging lingo, spelling their names and identifying their classmates by the spelling of their names, pets or best friends

• In Class Activities- song, flashcard identification, phonetic spelling identification

• Cross-content - alphabet song

• Home-Link Activities – Websites

• Real life situations – Blending the target language with trending communication



• http://www.123teachme.com

• http://www.Donquijote.org

• http://www.Studyspanish.com

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Sixth Grade Scope of Essential Learning Unit 4: Numbers

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important because numbers are commonly used in identifying locations, prices, dates, time, age, identification of numbers, mathematics, playing games and telephone numbers. Enduring Understandings/Unit Objectives:

• Identification of numbers 0-39 for math problems, playing games in the target language and telephone numbers


• What is your telephone number?

• What are the numbers in this mathematical problem?

• When is your birthday?

• What is your age? Acquired Knowledge:

• Counting

• Mathematical problems for example: plus, minus, times, divided by and equals

• Cultural information regarding telephone numbers

• Game playing in the target language for example: It’s my turn, I won, I lost

• Know how to tell their age Acquired Skills:

• Expressing and identifying numbers in real life situations Major Assessments:

• Games- Twenty-one with dice, counting games with patterns and ball

• Students will apply numbers in real-life situations

• Quiz-Matching, listening


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• Handouts-Math problems, vocabulary, game playing vocabulary


• Repetition


• Visual prompts






• Pronunciation of higher numbers: www.languageguide.org/french/numbers/ Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets – Counting challenges where students volunteer to demonstrate their knowledge of numbers in French/Spanish

• In Class Activities - Games Twenty-one with dice, counting games with patterns and ball, auction

• Cross-content - Mathematics

• Home-Link Activities – Websites


• http://www.studyspanish.com/lessons/cardnum2.htm

• http://www.studyspanish.com/lessons/cardnum1.htm

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• http://library.thinkquest.org/J0111321/ (sounds)



• http://www.studystack.com/flashcard-114256

• http://www.studystack.com/menu-152993 (0-30)

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Sixth Grade Scope of Essential Learning Unit 5: Dates and Weather

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important for students to relate to the cultural differences in expressing dates. At the same time, weather is commonly used in conversation around the world and relates to the ecological features of Spanish/French speaking countries. Enduring Understandings/Unit Objectives:

• Express dates and weather conditions

• Identify birthday

• Express seasons, months and days of the week Essential Questions:

• What is the weather?

• What is the season?

• What month is it?

• What day is it?

• What is the date?

• What is the date of your birthday?

• How old are you? Acquired Knowledge:

• Weather, days, months, seasons, dates Acquired Skills:

• Expressing and identifying weather conditions, days of the week, months and seasons

Major Assessments:

• Weather project

• Mind mapping for weather, seasons, days and dates


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• Handouts- Holiday date identification

• Weather flashcards


• Repetition


• Visual prompts





• Supplementary websites Extensions (Gifted and Talented):

• Reading Comprehension Activity: www.meteofrance.com/ Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets- Weather identification for the day’s weather, Question and answer with teacher expressing favorite seasons, weather and dates

• In Class Activities- webmapping

• Home-Link Activities- Website and practice with parent or siblings



• http://library.thinkquest.org/J0111321/ (sounds)

• http://www.studyspanish.com/lessons/days.htm

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• http://www.bbc.co.uk/schools/primaryspanish/start_here/time_and_date/hop_game_wb.shtml



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Sixth Grade Scope of Essential Learning Unit 6: Geography and Culture

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important because Spanish and French are spoken around the world. Students will recognize these areas and identify specific geographical, cultural and demographic information about these places. Enduring Understandings/Unit Objectives:

• Identification of specific geographical, cultural and demographic information of French/Spanish speaking countries


• What are the continental locations of the French/Spanish speaking countries?

• How is the culture different in these areas? Acquired Knowledge:

• Location of French/Spanish speaking countries

• Identify information about culture and geography Acquired Skills:

• To become aware of the different French and Spanish speaking countries around the world and to compare and contrast cultural information.

Major Assessments:

• Map identification

• Questionnaire of French/Spanish speaking countries



• Map of the world highlighting French/Spanish speaking countries

• Videos on French/Spanish speaking countries (Switzerland, Morocco, Spain, Mexico)

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• Picture books of French/Spanish speaking countries


• Repetition


• Visual prompts






• World News Exercise: www.un.org/en/index.shtml Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets- Who has ever traveled to a Spanish/French speaking country?

• In Class Activities-Map identification, video with questionnaire

• Cross-content-Geography, Social Studies

• Home-Link Activities- Vacation websites


• http://www.fll.vt.edu/French/francophonie.html (List of French speaking countries)

• http://www.lonelyplanet.com/france/paris (Paris, France)

• http://www.worldatlas.com/webimage/countrys/africa/ma.htm (Morocco)

• www.quebecregion.com/en (Quebec)

• https://www.cia.gov/library/publications/the-world-factbook/geos/fp.html (French Polynesia)

• http://www.about.ch/ (Switzerland)

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Sixth Grade Scope of Essential Learning Unit 7: Cognates, False Cognates and Borrowed Words

Pacing: Two (2) classes (60 minutes per class) Why Is This Unit Important? This unit is important for students to gain confidence in their first experience with learning a second language. The similarities among romance languages make language acquisition less intimidating. Enduring Understandings/Unit Objectives:

• Identification of cognates, false cognates and borrowed words Essential Questions:

• What is a cognate? Give examples.

• What is a false cognate? Give examples.

• What is a borrowed word? Give examples. Acquired Knowledge:

• Demonstrate knowledge of cognates by identifying them in realia Acquired Skills:

• Establish an awareness of the target language used in the United States

• Reduce the anxiety of learning a second language Major Assessments:

• Cognate identification of posters around the classroom

• Quiz-Sentence translation of phrases with cognates



• Realia- Food, health and beauty products containing French/Spanish cognates


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• Repetition


• Visual prompts






• Reading activity using cognates: www.lemonde.fr/ Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6


• Sets- Do you know what any of the words around the classroom mean?

• In Class Activities-Cognate identification

• Cross-content- Language arts

• Home-Link Activities- websites


• http://www.lafrenchconnection.com/about/Category:French_English_Cognates (Cognates)

• http://french.about.com/od/vocabulary/a/fauxamis.htm (False Cognates)

• http://french.about.com/od/vocabulary/a/frenchinenglish_2.htm (Borrowed Words)

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Seventh Grade Scope of Essential Learning (French 1A) Unit 1: Greetings

Pacing: 1 week Why Is This Unit Important? This introductory unit will serve to develop a “mindset” through which students will explore topics and concepts throughout the entire course. Big ideas are greetings/ partings, asking/giving phone numbers, introductions, French alphabet and numbers 0-20. Enduring Understandings/Unit Objectives:

• Students will create dialogs to show use of greetings/partings, introductions and simple exchanges with peers and adults.

• Students will identify and ask significant questions to gather information from their peers.

• Students will evaluate situations in reference to formal and familiar parts of speech.


• What are appropriate greetings for peers and adults?

• How do you introduce a friend to a teacher and vice versa?

• How do you spell your name and vocabulary words in French?

• What is your phone number in French?

• How do French and American phone numbers differ? Acquired Knowledge:

• Students will introduce self and others

• Students will identify numbers 0-20

• Students will express French alphabet by spelling words and phrases

• Students will express phone numbers Acquired Skills:

• Students will solve simple math problems using numbers in French

• Students will spell basic vocabulary with French alphabet

• Students will begin to demonstrate knowledge of French pronunciation by eliminating the pronunciation of consonants at the end of words

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Major Assessments:

• Objective test-matching, fill-in the blanks and cultural questions about greetings

• Speaking evaluations-Dialog conversation introducing classmates



• Textbook-C’est à Toi Level 1 Revised- EMC Paradigm

• Workbook- C’est à Toi Level 1 Revised- EMC Paradigm

• Audio CD- C’est à Toi Level 1 Revised-EMC Paradigm

• Video- C’est à Toi Level 1 Revised-EMC Paradigm

• Transparencies with picture prompts

• Realia for cognate recognition (toiletries, food, advertisements, magazines)


• Repetition


• Visual prompts

• Extended time




• Word bank Extensions:

• Greetings and Culture Exercise: http://www.bbc.co.uk/languages/french/talk/introductions/

Standards/CPI’s:

• 7NM.A.1-4, 8

• 7NM.B.1-4, 6

• 7NM.C.1-4, 6 Suggested Learning Experiences/Instructional Activities:

• Sets- Q/A with teacher

• In Class Activities- Dialog conversations

• Cross-content writing

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• Home-Link Activities http://french.about.com/library/begin/bl_greett.htm?level=35&q0=12&q1=7&q2=19&q3=17&last=5&q4=28

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Seventh Grade Scope of Essential Learning (French 1A) Unit 2: Expressing Likes and Dislikes

Pacing: 6 weeks Why Is This Unit Important? This unit will give students a basic understanding of subject/verb usage and the conjugation that occurs in stating opinions about common activities in affirmative and negative sentences. The big ideas are expressing opinion in reference to likes and dislikes of pastimes and common student activities and accepting/refusing invitations. This unit will also allow students to investigate the music and popular sports played in the francophone country of their choice, research these topics and share it with the class. Enduring Understandings/Unit Objectives:

• Students will make choices and decisions about individual and group activities

• Students will identify and ask significant questions to gather information from their peers

• Students will compare and contrast music trends and sports interests in France to those in the U.S.

• Students will express dislikes in order to make use of negation Essential Questions:

• What activities do you like and dislike?

• How much do you like various activities?

• What types of music/sports do you prefer?

• Can you identify cognates? Acquired Knowledge:

•

• Students will state likes and dislikes of pastimes, sports and music

• Students will make, accept and decline invitations

• Students will identify cognates in reading comprehension Acquired Skills:

• Students will identify of the parts of speech needed to form a complete sentence

• Students will use cognates in reading comprehension

• Students will demonstrate knowledge of a verb and what it is to conjugate a verb according to the subject pronoun

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• Students will demonstrate knowledge of placement of adverbs and words used to create negative sentences

• Students will develop pronunciation skills by replicating the liaison used in J’aime and Je n’aime pas

Major Assessments:

• Objective test- Picture identification, matching, fill-in the blank

• Speaking evaluations- Dialog expressing interests, likes, dislikes and invitations

• Composition- Three paragraph essay describing self and person of student’s choice

• Popular Music/Sport Project-Students report on a popular sport in any French speaking country










• Repetition


• Visual prompts

• Extended time





• Listening and culture exercise: http://www.bbc.co.uk/languages/french/talk/leisure/

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Standards/CPI’s:

• 7NM.A.1-4, 8

• 7NM.B.1-4, 6

• 7NM.C.1-4, 6 Suggested Learning Experiences/Instructional Activities:

• Sets- Interview a partner about his/her likes/dislikes

• In Class Activities- dialogs, verb conjugations, descriptions


• Home-Link Activities http://www.class.uh.edu/mcl/ta/vandermaliere/negation.htm

• Possible dilemmas

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Seventh Grade Scope of Essential Learning (French 1A) Unit 3: Food and Beverages

Pacing: 6 weeks Why Is This Unit Important? This unit will allow students to discuss food and beverages in a restaurant setting. The big ideas are ordering food and beverages, asking/stating prices, asking/telling time on the hour, and asking/stating well-being. This unit also allows students to investigate a francophone country, research geographical, political, social and gastronomical information about this country and share it with the class. Enduring Understandings/Unit Objectives:

• Students will express where they are going

• Students will order in a restaurant

• Students will express the time of indicated activities

• Students will express the cost of items

• Students will differentiate between currencies used in French speaking countries Essential Questions:

• What do you like to eat/drink?

• What is the cost of…?

• Where do you prefer to eat?

• At what time do you…?

• How do you feel?

• What time is it?

• Where are you going? Acquired Knowledge:

• Students will order food and drink with appropriate vocabulary and use of courtesy

• Students will express time

• Students will express well-being

• Students will express destination

• Students will express price in Euros Acquired Skills:

• Students will identify masculine and feminine words

• Students will complete basic math problems with numbers 0-999

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• Students will develop pronunciation by imitating the intonation in phrases commonly used to order in a restaurant

Major Assessments:

• Objective test-Picture identification, verb conjugation, matching, fill-in

• Speaking evaluations- Restaurant dialog

• Composition-Create a menu

• Francophone country/Food Project










• Repetition


• Visual prompts

• Extended time





• Listening and culture exercise: http://www.bbc.co.uk/languages/french/talk/eatdrink/

Standards/CPI’s:

• 7NM.A.1-4, 8

• 7NM.B.1-4, 6

• 7NM.C.1-4, 6

35

Suggested Learning Experiences/Instructional Activities:

• Sets

• In Class Activities


• Home-Link Activities http://www.bbc.co.uk/languages/french/lj/restaurant/


36

Seventh Grade Spanish I Preliminar – A, B, C, D ( 4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? Students will be able to review, recall and use the previous instruction from 6th grade. The geographical locations and a cultural understanding of the Spanish speaking world commence. Enduring Understandings or Unit Objectives:

• Everyday expressions and courtesies

• The days of the week

• The months of the year

• The seasons

• The weather

• To count from 1 to 30

• The geography of the Spanish speaking world. Essential Questions:

• What is your name/How are you?

• What day is today/what is today’s date?

• What are the seasons/what is the weather like?

• Where Spanish is spoken/What is the capital of ? Acquired Knowledge:

• Greeting people

• Identifying titles

• Saying farewell

• Being courteous

• Identifying the days of the week

• Identifying the months of the year

• Identifying the seasons

• Identifying the Spanish speaking countries Acquired Skills:

• Use numbers from 0-30 to tell the date

• Show on a map where the Spanish countries and their capitals are located

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• Greet people and conduct a short conversation Major Assessments:

• Objective Test

• Speaking evaluations

• Composition Instructional Materials:

• Workbook: ¡Buen viaje 1! – Glencoe Spanish I

• Audio CDs: ¡Buen viaje 1! – Glencoe Spanish I

• Video (DVD/VHS): ¡Buen viaje 1! – Glencoe Spanish I

• Transparencies: ¡Buen viaje 1! – Glencoe Spanish I

• Computer (programs): ¡Buen viaje 1! – Glencoe Spanish I


• Repetition


• Visual prompts




• Modified assignments Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6

• 7.NM.C.1-4,6 Suggested Learning Experiences and Instructional Activities/Strategies:

• Reading cultural material in target language

• Writing in target language

• Listening to authentic material

• Mind-mapping strategies to enhance learning of vocabulary

• Web-based practice activities (www.spanish.glencoe.com and www.studyspanish.com )

• http://www.123teachme.com (basic vocabulary)

• http://library.thinkquest.org/j0111321/ (geography)

• www.studyspanish.com (weather, days, months and seasons)

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Seventh Grade Spanish I Unit I: Un Amigo o Una Amiga (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? Students will be able to identify and describe people, places and things. Students will also be able to count to 30. Enduring Understandings or Unit Objectives:

• Describe people, places and things

• Count from 0-30 Essential Questions:

• Who is he/she?

• Where is he/she from?

• What is he/she like?

• How many are there? Acquired Knowledge:

• Singular definite articles (el,la)

• Singular indefinite articles (un, una)

• Singular adjective forms

• Singular forms of SER

• Numbers (0-30) Acquired Skills:

• Use numbers from 0-30 to identify quantity

• Use correct gender to describe and identify people, places and things Major Assessments:

• Objective Test


• Composition

• Project – Famous person, autobiography

39







• Teacher resources: Buen viaje teacher tools: Audio activities, TPR storytelling, situation cards, quizzes, tests that include reading, writing, listening comprehension, speaking and proficiency test and performance assessment


• Repetition


• Visual prompts




• Modified assignments Extensions (G&T):

• Info gap activities (cultural research in depth): Don Quijote, Simón Bolívar, José de San Martín

• Social Sciences connections: Geography project Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6






• Web-based practice activities (www.spanish.glencoe.com and www.studyspanish.com)

• http://studyspanish.com/lessons/subpro.htm (subject pronouns)

• http://studyspanish.com/lessons/defart1.htm (definite and indefinite articles)

• http://studyspanish.com/lessons/serest1htm (ser/estar)

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Seventh Grade Spanish I Unit 2: Alumnos y Cursos (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? This unit will enable students to describe more than one thing using correct verb forms and adjective agreement Enduring Understandings or Unit Objectives:

• Tell time

• Tell at what time something takes place

• Describe people and things

• Talk about more than one person or thing

• Tell what subjects you take in school and express some opinions about them Essential Questions:

• What classes do you have?

• What time are your classes?

• How would you describe your classes/teachers/classmates? Acquired Knowledge:

• Plural forms of nouns, articles and adjectives

• Plural forms of ser

• Telling time

• Counting numbers 1-90 Acquired Skills:

• Describing classes, teachers, and classmates and telling time of your classes Major Assessments:

• Objective Test


• Composition

• Project: Create a class schedule

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• Textbook: ¡Buen viaje 1! – Glencoe Spanish I








• Repetition


• Visual prompts





• Info gap activities (cultural research in depth): The colonies of Mexico City, Hispanic ethnic groups in the United States

• Social Sciences connections: great diversity of ethnicities within Hispanic culture Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6






• Web-based practice activities(www.spanish.glencoe.com and www.studyspanish.com )

• http://www.studystack.com/menu-73406 (telling time)

• http://www.studyspanish.com/lessons/plnoun.htm (plural)

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Seventh Grade Spanish I Unit 3: Las Compras Para La Escuela (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? This unit will enable students to identify and describe school supplies and articles of clothing. They will learn to communicate in various situations that arise when shopping. Enduring Understandings or Unit Objectives:

• Identify and describe school supplies

• Identify and describe articles of clothing

• Shop for school supplies and clothing

• State color and size preference

• Speak to people formally and informally

• Discuss differences between schools in U.S. and Spanish-speaking communities Essential Questions:

• How can you identify and describe school supplies?

• How can you describe articles of clothing?

• How can you state color and sizes? Acquired Knowledge:

• Subject pronoun groupings

• Singular forms of -ar verbs

• Tú versus usted Acquired Skills:

• The student will be able to identify school supplies and articles of clothing

• The student will be able to speak to people formally and informally Major Assessments:

• Objective Test


• Composition

• Project: create a sales ad

43


• Textbook: ¡Buen viaje 1! – Glencoe Spanish I








• Repetition


• Visual prompts





• Info gap activities (cultural research in depth): indigenous clothing, Oscar de La Renta, Carolina Herrera

• Social Sciences connections: Compare Hispanic and U.S. schools Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6






• Web-based practice activities(www.spanish.glencoe.com and www.studyspanish.com)

• http://www.studystack.com/menu-26090 (AR verbs)

• http://www.studystack.com/menu-150552 (colors)

• http://www.studystack.com/menu-331730 (clothes)

44

Eighth Grade French 1B Unit 4: School

Pacing: 6 weeks Why Is This Unit Important? This unit will allow the student to integrate their daily routine while comparing it to that of French students. The big ideas are identifying classroom objects, expressing information about school schedule, asking/telling exact time, expressing need, hunger and thirst and direction words. Enduring Understandings/Unit Objectives:

• Students will identify classroom objects, school subjects and times

• Students will analyze, compare and contrast the structure of the educational system in France

• Students will provide direction to identify the location of objects in the classroom

• Students will express information about their school schedule, exact time, hunger, thirst and need of self and others


• What courses are you taking?

• At what time do your courses meet?

• What do you do on a given day of the week?

• Where is ____ located?

• What do you need?

• What time is it? Acquired Knowledge:

• Students will state exact time using both 12 and 2 hour clock

• Students will express need, hunger and thirst

• Students will identify classroom objects and provide their location in the classroom

• Students will describe their school schedule Acquired Skills:

• Students will conjugate the verbs “finir” and “avoir”

• Students will recognize terms such as “quarter to”, “half past” and “quarter after” and use them accordingly to express time

• Students will identify masculine and feminine articles of classroom objects

45

• Students will develop the pronunciation of “ille” in words such as “feuille de papier”, ”taille-crayon”, “juillet” and ”famille”

Major Assessments:

• Objective test-Picture identification, matching, culture questions

• Speaking evaluations- Dialog describing course schedule

• Composition- Describe your schedule and how you feel about your courses










• Repetition


• Visual prompts

• Extended time





• French secondary education cultural information: http://www.frenchentree.com/fe-education/DisplayArticle.asp?ID=73

Standards/CPI’s:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6

• 7.NM.C.1-4,6

46


• Sets- Reading activity: Respond to questions about a student’s schedule

• In Class Activities-dialog completion, interviews, verb conjugation


• Home-Link Activities http://www.quia.com/jg/17913.html


47

Eighth Grade French 1B Unit 5: Family

Pacing: 6 weeks Why Is This Unit Important? This unit will allow the students to identify and describe family members. The big ideas are identifying family members, asking/providing age, describing physical and personality traits and asking/providing dates. By the end of this unit, students will be able to create a real or imaginary family tree with descriptions of five family members. Enduring Understandings/Unit Objectives:

• Students will ask and respond to questions about family relationships

• Students will create a family tree

• Students will create original sentences providing physical and personality descriptions

• Students will express dates of birthdays and holidays Essential Questions:

• Who are the members of your family?

• When is your birthday? How old are you and the members of your family?

• How can you and others be described physically and personality?

• How does the American family differ from the French family? Acquired Knowledge:

• Students will identify family relationships

• Students will describe self and others

• Students will provide relationships between family members

• Students will provide dates Acquired Skills:

• Students will conjugate the irregular verb “etre”

• Students will demonstrate adjective agreement by spelling adjectives with the correct suffix according to number and gender of the person being described

• Students will develop the pronunciation of “e accent grave” used in many of the terms used for family members

48

Major Assessments:

• Objective test- picture identification, matching, verb conjugation, descriptions

• Speaking evaluations-Describe a picture of a family

• Composition- Describe a classmate

• Imaginary Family Tree Project-Create an imaginary family tree with physical/personality descriptions










• Repetition


• Visual prompts

• Extended time





• Listening and Culture Video: http://www.bbc.co.uk/languages/french/talk/family/ Standards/CPI’s:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6

• 7.NM.C.1-4,6

49


• Sets

• In Class Activities


• Home-Link Activities http://www.bbc.co.uk/languages/french/lj/family/, http://www.bbc.co.uk/languages/french/lj/language_notes/mon_ma.shtml


50

Eighth Grade Spanish I Review: Units Preliminar, 1, 2, 3 (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? Students will be able to review, recall and use the previous instruction from 6th and 7th grades. The geographic locations and a cultural understanding of the Spanish speaking world continues. Enduring Understandings or Unit Objectives:

• Everyday expressions and courtesies

• The days of the week

• The months of the year

• The seasons

• The weather

• The geography of the Spanish speaking world

• Describe people, places and things

• Count from 0-90

• Tell time

• Tell at what time something takes place

• Describe people and things

• Talk about more than one person or thing

• Tell what subjects you take in school and express some opinions about them

• Identify and describe school supplies

• Identify and describe articles of clothing

• Shop for school supplies and clothing

• State color and size preference

• Speak to people formally and informally

• Discuss differences between schools in U.S. and Spanish speaking communities Essential Questions:

• What is your name/How are you?

• What day is today/what is today’s date?

• What are the seasons/what is the weather like?

• Where Spanish is spoken/What is the capital of…?

51

Acquired Knowledge:

• Greeting people

• Identifying titles

• Saying farewell

• Being courteous

• Identifying the days of the week

• Identifying the months of the year

• Identifying the seasons

• Identifying the Spanish speaking countries

• Singular definite articles (el,la)

• Singular indefinite articles (un, una)

• Singular adjective forms

• Singular forms of SER

• Subject pronoun groupings

• Singular forms of -ar verbs

• Tú versus usted Acquired Skills:

• Use numbers from 0-90 to tell the dates, the months, the time

• Show on a map where the Spanish countries and their capitals are located

• Greet people and conduct a short conversation using the knowledge from the 6th and 7th grades

Major Assessments:

• Objective Test


• Composition Instructional Materials (Text-Supplementary Materials/Projects):

• Workbook

• Audio CDs

• Video (DVD/VHS)

• Transparencies

• Computer (programs)


52


• Repetition


• Visual prompts




• Modified assignments Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6







• http://www.123teachme.com (basic vocabulary)

• http://library.thinkquest.org/j0111321/ (geography)

• www.studyspanish.com (weather, days, months and seasons)

• http://www.studystack.com/menu-73406 (telling time)

• http://www.studyspanish.com/lessons/plnoun.htm (plural)

• http://www.studystack.com/menu-26090 (AR verbs)

• http://www.studystack.com/menu-150552 (colors)

• http://www.studystack.com/menu-331730 (clothes)

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Eighth Grade Spanish I Unit 4: En La Escuela (4 Weeks)

Class Instructional Time: 60 minutes (every other week) Why Is This Unit Important? This unit will enable students to discuss their school activities in addition to their classes. Enduring Understandings or Unit Objectives:

• Talk about school and school activities

• Greet people and ask how they feel

• How to count easily from 1,000 to 2,000,000 Essential Questions:

• What are school activities like? How do they differ in the Latin American World?

• How are the classes and school events? Acquired Knowledge:

• The use of “ir”, “dar” and “estar”

• The use of the contractions “al” and “del”

• The use of “a” personal

• The varied use of the prepositions “a” and “de” Acquired Skills:

• Changing verbs from singular to plural

• Conjugating verbs in general with subject pronoun groupings

• Identifying an irregular verb Major Assessments:

• Objective Test


• Composition

54









• Repetition


• Visual prompts





• Info gap activities (cultural research in depth): Gabriela Mistral, the daily routine of the Hispanic students

• Social Sciences connections: Compare the University of Santo Domingo with Harvard

Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6







• www.http://www.studystack.com/menu (AR verb endings)

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Eighth Grade Spanish I Unit 5: En El Café (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? This unit will enable the student to place an order in a café/restaurant as well as shop for food. Students learn about typical Hispanic cuisine. Enduring Understandings or Unit Objectives:

• Differences between eating habits in the U.S. and in Spanish speaking countries

• Order food or beverage in a café/restaurant

• Identify food

• Shop for food Essential Questions:

• What is the big meal of the day in the U.S. and in Spain?

• What will you be ordering to eat and drink?

• What foods do you eat for breakfast, lunch and dinner? Acquired Knowledge:

• Present tense verb conjugations; “ar” ,“er” + “ir” verbs

• Food vocabulary

• Cultural meal differences Acquired Skills:

• Conjugation of verbs in the present tense with subject pronoun groups for “ar”, “er”, “ir” verbs

• Use of “tomar” when ordering food and drink

• Pronunciation skills directed at new food vocabulary

• Paying a bill Major Assessments:

• Objective Test


• Composition

• Menu project

56









• Repetition


• Visual prompts





• Info gap activities (cultural research in depth): The meal times and eating habits of the Hispanic world compared to the United States

• Science-Math connections: Calorie counting and nutritional values, pounds versus kilos

Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6





• Mind-mapping strategies to enhance learning of vocabulary • Web-based practice activities (www.spanish.glencoe.com and www.studyspanish.com)

• http://www.studyspanish.com/lessons/regverb1.htm (AR,ER, IR verbs)

• http://www.studystack.com/menu-396184 (las frutas)

• http://www.hogarutil.com/cocina/ (recipes)

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Eighth Grade Spanish I Unit 6: La Familia y Su Casa (4 Weeks)

Class Instructional Time: 60 minutes – every other day Why Is This Unit Important? This unit will enable students to describe their family and home. Enduring Understandings or Unit Objectives:

• Talk about your family

• Describe your home

• Tell your age and find out someone else’s age

• Tell what you have to do and what you are going to do

• Tell what belongs to you and to others

• Talk about families in Spanish speaking countries Essential Questions:

• How many rooms does your house have and what are they?

• What activities do you have to do and what activities are you going to do?

• What belongs to you and whose family members are they? Acquired Knowledge:

• Possessive adjectives

• The verb Tener

• The use of Tener que and Ir a Acquired Skills:

• To be able to describe your family and your home

• To be able to tell your age and ask someone else’s age

• To tell what you have to do and what you’re going to do Major Assessments:

• Objective Test


• Composition

• Family tree project

58









• Repetition


• Visual prompts





• Info gap activities (cultural research in depth): Diego Velazquez, Diego Rivera, Frida Khalo, El Greco, Salvador Dali, Picasso and Goya

• Social Sciences connections: The Hispanic family, types of residences in the Spanish world.

Standards/CPIs:

• 7.NM.A.1-4,8

• 7.NM.B.1-4,6







• http://www.studystack.com/menu-120153 (family members)

• http://www.studystack.com/menu-9884 (tener)

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Rubrics

Evaluation Rubric:

Oral Test

Rubric

Fulfilled required

sentences (4 points)

Consistently uses

appropriate grammar,

spelling words (4 points)

Verb

conjugation (4 points)

Vocabulary (4 points)

Speaks clearly, pronunciation sounds natural

(4 points)

Total:

20 points

Writing

Test Rubric

Fulfilled required

sentences (4 points)

Usage of appropriate

grammar, spelling words

(4 points)

Verb

conjugation (4 points)

Vocabulary (4 points)

Word Order

(4 points)

Total:

20 points

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Project Rubric:

CATEGORY (4) Excellent (3) Good (2) Almost (1) Not Yet

Attractiveness and Organization

(Organization)

The project has exceptionally attractive formatting and well-organized information.

The project has attractive formatting and well-organized information.

The project has well-organized information.

The project's formatting and organization of material are confusing to the reader.

Content - Accuracy

(Ideas)

The project has all of the required information (see checklist) and some additional information

The project has all of the required information (see checklist).

The project has most of the required information (see checklist).

The project has little of the required information (see checklist).

Writing - Mechanics

(Conventions)

All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the project.

Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the project.

Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the project.

Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are not correct throughout the project.

Graphics/Pictures The graphics go well with the text and there is a good mix of text and graphics.

The graphics go well with the text, but there are so many that they distract from the text.

The graphics go well with the text, but there are too few.

The graphics do not go with the accompanying text or appear to be randomly chosen.

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References American Council on the Teaching of World Languages (1998). ACTFL Performance Guidelines For K-12 Learners. Yonkers, NY: Author. American Council on the Teaching of World Languages (1999). ACTFL Proficiency Guidelines—Speaking. Retrieved January 8, 2009, from http://www.actfl.org/files/public/guidelinesspeak.pdf American Council on the Teaching of World Languages (1999). ACTFL Proficiency Guidelines—Writing. Retrieved January 8, 2009, from http://www.actfl.org/files/public/writingguidelines.pdf Asia Society (2008). Putting the World Into World-Class Education: State Innovations and Opportunities. Retrieved July 20, 2009, from http://www.asiasociety.org/files/stateinnovations.pdf Falsgraf, C. (Ed.) (2007). World Language Units for All Proficiency Levels. Washington, DC: International Society for Technology in Education. Jensen, J., Sandrock, P. and Franklin, J. (2007). The Essentials of World Languages, Grades K-12: Effective Curriculum, Instruction and Assessment: Priorities in Practice. Alexandria, VA: Association for Supervision and Curriculum Development. Lightbown, P. and Spada, N. (2006). How Languages Are Learned. Oxford, England: Oxford Press. Met, M. (2001). Why Language Learning Matters. Educational Leadership, 59(2), 36-40. National Assessment Governing Board (2000). Framework for the 2004 World Language National Assessment of Educational Progress. Washington, DC: Author. Online: http://www.nagb.org/publications/frameworks/finalframeworkprepubedition1.pdf National Standards in World Language Education Project (2006). Standards for World Language Learning In the 21st Century. Lawrence, KS: Allen Press, Inc. New Jersey State Department of Education (1999). New Jersey World Languages Curriculum Framework. Trenton, NJ: Author. New Jersey State Department of Education (2004). Core Curriculum Content Standards. Trenton, NJ: Author.

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New Jersey State Department of Education (2005). A Report on the State of World Languages Implementation in New Jersey. Trenton, NJ: Author. Online: http://www.state.nj.us/education/aps/cccs/wl/stateofwl.pdf New Jersey State Department of Education and Center for Applied Second Language Studies (2008). Policy, Assessment and Professional Development: Results From a Statewide Study. Trenton, NJ: Author. Online: http://www.state.nj.us/education/aps/cccs/wl/g8assess/njflap2.htm Partnership for 21st Century Skills (2005). Framework for 21st Century Learning. Online: http://www.21stcenturyskills.org Wong, W. and Van Patten, B. (2003). The Evidence Is In, Drills Are Out. World Language Annals, 36(3), 403-423.

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