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GATEWAY REGIONAL HIGH SCHOOL

WORLD LANGUAGES LEVEL  III

PACING GUIDE

PURPOSE STATEMENT/PHILOSOPHY

This course is a fast-paced course that allows students opportunities to take responsibility for learning.  Level III of the World Languages program focuses on the broadening of the skills of listening, speaking, reading and writing in World Languages. At this level, students redefine communicative proficiency in real life settings.  Students will build communication skills through regular class discussion, one-on-one conversation, collaboration with classmates, role-plays, email responses, essay and journal writing and oral presentation.

PACING GUIDE

Month

# Days

Standards

Strand

Skills

Content

Activities

(w/ Integration of Technology and Career Ready Practices)

Assessments

September

8

7.1.IL.A.2

7.1.IL.A.3

7.1.IL.A.5

7.1.IL.B.3

7.1.IL.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

Prove arguments to support claims in an analysis of substantive topics or texts.

Create informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.

Vocabulary: Human emotions

Functions: Say where they met someone

Culture: Teen socialization

Grammar: Present tense of er, ir and re verbs

Cultural Comparison CRP4. Communicate clearly and effectively and with reason.

Paired skit CRP6. Demonstrate creativity and innovation.

Interpersonal paired practice: solving problems 8.1.12.D.2 (evaluate consequences)

Webquest 8.1.8.A.5 (create a report)

Interpretive Communication: Print texts

September

6

7.1.IL.A.2

7.1.IL.A.3

7.1.IL.A.5

7.1.IL.B.3

7.1.IL.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read and comprehend complex literary and informational texts.

Vocabulary: Teen destinations

Functions:  Advise someone

Culture:  Maison des Jeunes

Grammar:  Present tense of irregular verbs

Game: Dice Conjugation

Debate: social media CRP6. Demonstrate creativity and innovation. 8.1.12.C.1 (develop a solution)

Interpretive questions on text

Interpretive Communication: Print texts

September-October

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Analyze how two or more texts address similar themes or topics in order to build knowledge.

Vocabulary: Different types of families

Functions:  Explain how something happened

Culture:  Different types of families in France

Structure:  courir

Skit: Pere Noel CRP6. Demonstrate creativity and innovation.

Interpersonal: Paired practice

Activity: L’enfance en France

Analysis: La Francophonie  8.1.8.A.5 (create a report)

Interpersonal Writing: Email

September-October

6

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Integrate and evaluate content presented in diverse formats and media, including visually as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Vocabulary:  Childhood games and activities

Functions: Say what they discovered

Culture:  Families and family values in Africa

Structure:  passé compose of avoir and etre

Analysis: passé compose CRP2. Apply appropriate academic and technical skills.

Game: Line up

List: Careers CRP4. Communicate clearly and effectively and with reason.

Interpersonal Speaking: Conversation

October-November

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Vocabulary: Weddings

Functions:  Say “I don’t care”

Culture: Preparatory and Ivy league schools

Structure: Conditional tense

Culture Comparison: Grading system CRP4. Communicate clearly and effectively and with reason.

Paired activity

Paired dialogues:  cities

Interpersonal paired practice: passé compose

Presentational Writing: Persuasive essay

October-November

6

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

. Analyze how and why individuals, events or ideas develop and interact over the course of a text

Vocabulary: Workplaces

Functions:  Say when they’d like to work

Culture:  Civil and religious marriage ceremonies

Structure:  Future tense

Skit: la cour CRP6. Demonstrate creativity and innovation.

Cooperative groups: magazine article

Songs: imparfait

Benchmark

November

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Interpret words and phrases as they are used in a text, including determining connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole

Vocabulary: Christmas eve dinner

Functions:  Talk on the phone

Culture:  Christmas Eve holiday

Structure:  Interrogative pronouns

Game: machine a ecrire

Game: Quand je voyagerai CRP6. Demonstrate creativity and innovation.

Collaboration with World Languages school

Presentational writing: recite personnel CRP4. Communicate clearly and effectively and with reason.

Interpersonal Writing: Letter

November

6

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Adapt speech to a variety of contexts and communicative tasks.

Vocabulary: shapes, sizes, materials, and usage

Functions:  Ask for help

Culture:  Classic World Languages cooking

Structure:  Indirect object pronouns

Dialogue

Interpersonal paired practice: relationships

Activity: invitations

Presentational Writing: Resume

December

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read closely to determine what a text says explicitly and to make logical inferences from it.

Synthesize central ideas or themes of a text and analyze their development.

Vocabulary:  Kitchen utensils

Functions:  Respond to a request for help

Culture: La nouvelle cuisine

Structure: Indirect object pronouns

Cooperative groups: la loterie

Game: Funny sentences CRP6. Demonstrate creativity and innovation.

Analysis: conditional 8.1.8.A.5 (create a report)

Cooperative groups: time capsule

Interpersonal Speaking: Conversation

December

7

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Present information, findings and supporting evidence such that listeners can follow the line of reasoning.

Design a strategic use of digital media and visual displays of data to express information.

Vocabulary: Dinner table topics

Functions:  Express that they can’t stop themselves

Culture:  Traditional meal for Christmas Eve

Structure:  Relative pronouns

Paired practice:  grandes vacances

Game: jeopardy 8.1.8.A.2 (produce digital source)

Game: les definitions

Presentational Writing: Blog entry

December-January

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

Integrate and evaluate information presented in diverse media and formats

Vocabulary:  Extended family members

Functions:  Say where ancestors came from

Culture:  Alliance francaise

Structure:  Pronouns y and en

Paired practice: phone conversation CRP2. Apply appropriate academic and technical skills.

Webquest: Education Nationale 8.1.8.A.5 (create a report)

Paired practice: asking questions

Paired practice:  Pour la conversation

Presentational Speaking: Cultural Comparison

December-January

7

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Evaluate a speaker’s point of view, reasoning and use of evidence.

Vocabulary:  States of the U.S.

Functions:  Say where ancestors settled

Culture: World Languages immigration to Quebec

Structure:  Double object pronouns

Paired practice: asking questions

Game: Qu’est-ce que c’est

Webquest: budgets 8.1.8.A.5 (create a report)

Benchmark II

January-February

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Draw evidence from literary or informational texts to support analysis, reflection and research

Write routinely over extended time frames.

Vocabulary: Types of stories

Functions: Start a fairy tale

Culture:  Tunisia

Structure:  Reflexive Verbs

Cultural comparison: fast food

Webquest:  Julia Child 8.1.8.A.5 (create a report)

Activity: Future self CRP6. Demonstrate creativity and innovation.

Cooperative groups: celebrities 8.1.8.A.2 (produce digital source)

Presentational Writing: Letter

January-February

7

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Draw evidence from literary or informational texts to support analysis, reflection and research

Write routinely over extended time frames.

Vocabulary:  Words from a North African children’s story

Culture:  Maghrebins

Culture:  Contes Maghrebins

Game: L’objet mysterieux

Paired practice: conversation

Game: Dinner topics CRP6. Demonstrate creativity and innovation.

Interpersonal Writing: Email

February

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information.

Vocabulary: Types of housing

Functions:  Respond to an introduction

Culture:  HLM’s

Structure:  Comparative of adverbs

Cooperative groups: table manners

Cooperative groups:  dining

T-Shirt design CRP6. Demonstrate creativity and innovation.

Cooperative groups:  teachers

Presentational Writing: Charter

February

7

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Design and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach

Vocabulary:  Home repair terms

Functions:  Say where you grew up

Culture:  Senegal

Structure:  Superlative of adverbs

Critical thinking: comparisons 8.1.8.A.5 (create a report)

Debate CRP6. Demonstrate creativity and innovation. 8.1.12.C.1 (develop a solution)

Conversation CRP4. Communicate clearly and effectively and with reason.

Game: panique

Presentational Writing: Composition

March

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience

Vocabulary: Sports and  activities to do on vacations

Functions:  Ask someone’s opinion

Culture:  La Reunion

Structure:  Present participle

Analysis of song:  “La Langue de Chez Nous” CRP2. Apply appropriate academic and technical skills.

Game: moi aussi

Paired practice: ask and answer questions

Paired practice: questions about states

Presentational Writing: Game

March

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Create informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

Analyze how two or more texts address similar themes or topics in order to build knowledge.

Functions:  React positively to someone’s opinion

Functions:  React negatively to someone’s opinion

Culture:  Switzerland

Structure:  Negations

Game: Qui est-ce

Cooperative Groups:  activities culturelles

Webquest: Ile Orleans CRP2. Apply appropriate academic and technical skills.

Paired Practice:  questions about pleasant or unpleasant things

Benchmark III

March-April

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read and comprehend complex literary and informational texts.

Prove arguments to support claims in an analysis of substantive topics or texts.

Vocabulary: At the ski resort

Functions:  Say what they must do

Culture:  Classes de neige

Structure:  Savoir vs. connaitre

Paired practice

Music: “je te le dis quand meme”

Music: “je te donne”

Research:  souche 8.1.8.A.5 (create a report)

Presentational Speaking- Oral Presentation

March-April

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Interpret words and phrases as they are used in a text, including determining connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

Vocabulary:  Ski clothing and equipment

Functions:  Tell someone they’ll have an opportunity

Culture:  La raclette savoyarde

Structure:  Subjunctive

Film: Blanche Neige

Game: un Conte de fee 8.1.8.A.2 (produce digital source)

Paired practice:  changes

Interviews CRP4. Communicate clearly and effectively and with reason.

Presenational Writing: Publicity Analysis

April-May

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read closely to determine what a text says explicitly and to make logical inferences from it.

Determine central ideas or themes of a text and analyze their development.

Vocabulary: other winter sports

Functions:  Say they’re doing something different

Culture:  Volunteer travel experiences

Structure:  Subjunctive

Dialogues

Cultural comparison: Maghrebin

Research: immigration 8.1.8.A.5 (create a report)

Presentational Speaking: Cultural Comparison

April-May

8

7.1.IL.A.1

7.1.IL.A.4

7.1.IL.A.6

7.1.IL.B.5

7.1.IL.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Prove arguments to support claims in an analysis of substantive topics or texts.

Create informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.

Vocabulary:  Travel planning expressions

Functions:  Tell someone to not hurt himself or herself

Culture:  Sports in the winter Olympics

Skit: fairy tales CRP6. Demonstrate creativity and innovation.

Presentational writing: Mr. Bricolage CRP4. Communicate clearly and effectively and with reason.

Game: Devinettes

Paired practice:  questions personelles

Presentational Communication: Persuasive Essay

May-June

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read and comprehend complex literary and informational texts.

Prove arguments to support claims in an analysis of substantive topics or texts.

Vocabulary: At the hotel

Functions: Ask for information

Culture:  Monaco

Structure:  Subjunctive after expressions

Cooperative groups:  questions

Interpretive communication:  pictures CRP4. Communicate clearly and effectively and with reason.

Music analysis:  “La femme et l’avenir de l’homme” CRP2. Apply appropriate academic and technical skills.

Analysis:  “Une si longue lettre” CRP4. Communicate clearly and effectively and with reason. 8.1.12.D.2 (evaluate consequences)

Interpersonal Speaking:  Conversation

May-June

8

7.1.IL.A.1

7.1.IL.A.3

7.1.IL.A.7

7.1.IL.B.1

7.1.IL.C.1

7.1.IL.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Analyze how two or more texts address similar themes or topics in order to build knowledge.

Vocabulary:  Hotel amenities

Functions:  Ask for information

Culture:  Monte Carlo

Culture:  Rainier Family

Class discussions:  “les femmes qui marchet a la fille”

Game creation: jeopardy

Game: les frères parker CRP6. Demonstrate creativity and innovation.

Cooperative groups:  photo conversations

Benchmark IV


 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Languages World Languages III

Unit Title: Les moments de la vie

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about family and community

  • Say where they met someone and how someone looks
  • Advise someone
  • Tell someone not to worry
  • Talk about World Languages young people and the Maisons des juenes
  • Review the present tense of regular and irregular verbs
  • Explain how something happened
  • Ask for a suggestion
  • Talk about childhood and the composition of World Languages families
  • Use courir
  • Say they don’t care and where they’d like to work
  • Talk about college preparatory classes, elite universities, and weddings
  • Use the conditional tense

LEARNING TARGETS

ESSENTIAL QUESTIONS

Comment la vie des Francophones evolue-t-elle avec le temps?

ENDURING UNDERSTANDINGS

In this unit, students will compare their summer activities to those in other cultures.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Presentational Communication-La sociologie
  • Interpretive Communication-Une famille francophone
  • Interpersonal Communication-Un sondage
  • Benchmark Assessment 1 – Covering Unit 1 Standards

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

Interpretive Video: Comment tu le trouves?

Interpretive Video: L’enfance de Karim

Interpretive Video: Elodie va assister a un mariage

Short story by Christiane Rochefort, “Les petits enfants du siecle”

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IL.A.1

Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes.

7.1.IL.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

7.1.IL.A.3

Compare and contrast the use of verbal and non verbal etiquette in the target cultures and in one’s own culture.

 7.1.IL.A.4

Use the target language to describe people, places, objects and daily activities learned about through oral or written descriptions.

7.1.IL.A.5

Demonstrate comprehension of conversations and written information on a variety of topics.

7.1.IL.A.7

Infer the meaning of some unfamiliar words in some new contexts.

Presentational Mode

7.1.IL.C.1

7.1.IL.C.2

Use knowledge about cultural products and cultural practices to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.IL.C.3

Use language creatively to respond in writing to a variety of oral or visual prompts.

7.1.IL.C.4

Compare and contrast age – and level – appropriate culturally authentic materials orally and in writing.

7.1.IL.C.5

Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture and one’s own culture

Interpersonal Mode

7.1.IL.B.1

Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.

7.1.IL.B.3

Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.

7.1.IL.B.5

Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.


 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages III

Unit Title: La rapports personnels

Timeframe: 10 Weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about family and community

  • Talk on the phone, invite someone, and respond affirmatively to an invitation
  • Talk about Christmas Eve in France
  • Use interrogative pronouns and direct object pronouns
  • Ask for help, respond to a request for help
  • Talk about World Languages cuisine and a famous World Languages cooking school
  • Use indirect object pronouns
  • Say someone is right
  • Ask what someone is talking about
  • Talk about dining etiquette in World Languages
  • Use relative pronouns

LEARNING TARGETS

ESSENTIAL QUESTIONS

Qu’y a-t-il d’universal dans les rapports entre les gens?

ENDURING UNDERSTANDINGS

In this unit students will discuss, relationships.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Interpersonal Speaking Assessment: Debate
  • Presentational Writing Assessment: Email Reply
  • Benchmark 2

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

Interpretive Video-Une invitation

Interpretive Video-On fait la cuisine

Interpretive Video-On ne parle pas politique a la table

Short story by Sacha Guitry “Deux Coverts”

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IL.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

7.1.IL.A.4

Use the target language to describe people, places, objects and daily activities learned about through oral or written descriptions.

7.1.IL.A.7

Infer the meaning of some unfamiliar words in some new contexts.

7.1.IL.A.8

Compare and contrast unique linguistic elements in English and in the target language.

Interpersonal Mode

7.1.IL.B.2

Give and follow a series of oral and written directions, commands and requests for participating in age and level appropriate classroom cultural activities.

7.1.IL.B.4

Ask and respond to factual and interpretive questions of a personal nature or on school related topics

Presentational Mode

7.1.IL.C.2

Present student created and authentic short plays, skits, poems, songs, stories and reports.

7.1.IL.C.4

Compare and contrast age – and level – appropriate culturally authentic materials orally and in writing.

7.1.IL.C.5

Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture and one’s own culture


 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages III

Unit Title: La Francophonie

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about Personal and Public Identities

  • Say where their ancestors came from and where they settled
  • Discuss the goals and services of the Alliance Francaise
  • Use the pronouns y and en
  • Start a fairy tale
  • Discuss Tunisia, north African immigration to france and North African stories
  • Use reflexive verbs
  • Respond to an introduction, say where they grew up and give a compliment
  • Discuss subsidized housing, government payments to families
  • Talk about Senegal
  • Use the comparative and superlative of adverbs

LEARNING TARGETS

ESSENTIAL QUESTIONS

Comment les francophones restent-ils fideles a leur langue et a leurs trasitions?

ENDURING UNDERSTANDINGS

Discuss how World Languages speaking people of countries other than France stay loyal to their native language.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Benchmark 3
  • Interpretive Communication: Une galerie senegalaise
  • Presentational Speaking: Une nouveau HLM

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

Interpretive Video: Les ancetres de Justin

Interpretive Video: Un conte maghrebin

Interpretive Video: Le premier appartement d’Adja

“Une si longue lettre” by Mariane Ba

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IL.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

7.1.IL.A.4

Use the target language to describe people, places, objects and daily activities learned about through oral or written descriptions.

7.1.IL.A.7

Infer the meaning of some unfamiliar words in some new contexts.

7.1.IL.A.8

Compare and contrast unique linguistic elements in English and in the target language.

Interpersonal Mode

7.1.IL.B.2

Give and follow a series of oral and written directions, commands and requests for participating in age and level appropriate classroom cultural activities.

7.1.IL.B.4

Ask and respond to factual and interpretive questions of a personal nature or on school related topics

Presentational Mode

7.1.IL.C.2

Present student created and authentic short plays, skits, poems, songs, stories and reports.

7.1.IL.C.4

Compare and contrast age – and level – appropriate culturally authentic materials orally and in writing.

7.1.IL.C.5

Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture and one’s own culture

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages III

Unit Title: Preparatifs de depart

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

 In this unit, students will discuss informational texts and authentic audio and visual sources about global challenges.

  • Ask for an opinion and respond appropriately
  • Discuss la Reunion, Chamonix, Mont Blanc and Les Alpes
  • Use the present participle and negative expressions
  • Say what you must do, tell someone they’ll have an opportunity to do something
  • Discuss the Savoie region
  • Review savoir and connaitre
  • Say they are going to do a different activity
  • Tell someone to avoid injury
  • Discuss ski resorts in France
  • Use the subjunctive

LEARNING TARGETS

ESSENTIAL QUESTIONS

Qu’est-ce qu’on doit connaitre de sa destination pour reussir son voyage?

ENDURING UNDERSTANDINGS

Students will strategize how to effectively prepare for a successful trip to a new place.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

Life and Career Skills/Standards/Practices:

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Benchmark 4
  • Interpretive Communication: Print Texts
  • Interpersonal Communication: Audio Texts

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

Interpretive Video: Les prochaines vacances

Interpretive Video: Les classes de neige

Interpretive Video:  Un weekend en famille

“Heureux qui, comme Ulysse, afait un beau voyage” by Joachim du Bellay

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

 CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.


Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IL.A.1

Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and other sources related to targeted themes.

7.1.IL.A.4

Use the target language to describe people, places, objects and daily activities learned about through oral or written descriptions.

7.1.IL.A.7

Infer the meaning of some unfamiliar words in some new contexts.

Presentational Mode

7.1.IL.C.2

Present student created and authentic short plays, skits, poems, songs, stories and reports.

7.1.IL.C.4

Compare and contrast age – and level – appropriate culturally authentic materials orally and in writing.

7.1.IL.C.5

Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture and one’s own culture

Interpersonal Mode

7.1.IL.B.2

Present student created and authentic short plays, skits, poems, songs, stories and reports.

7.1.IL.B.4

Compare and contrast age – and level – appropriate culturally authentic materials orally and in writing.

August 2016