Novice (1-2)

Intermediate (3-4)

Advanced (5-6)

Superior (7-8)

WL.CM1.N

Demonstrate understanding of the general meaning and some basic information on very familiar common daily topics by recognizing memorized words, phrases, and simple sentences in authentic texts that are spoken, written, or signed (ASL).

WL.CM1.I

Demonstrate understanding of the main idea and some details on some informal topics related to self and the immediate environment in sentences and strings of sentences in authentic texts that are spoken, written, or signed (ASL).

WL.CM1.A

Demonstrate understanding of the main idea and supporting details in major time frames on most informal and formal topics of general public interest in authentic texts using paragraph-level discourse that are spoken, written, or signed (ASL).

WL.CM1.S

Demonstrate understanding and infer meaning from complex, authentic, multi-paragraph texts on topics ranging from broad general interests, to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise, in texts that are spoken, written, or signed (ASL).

LOW

MID

HIGH

Learners are just able to UNDERSTAND the text-type characteristic of the range. Accuracy in comprehension and production is low.

Learners UNDERSTAND a wide variety of text types within the range. Accuracy in comprehension and production is high.

Learners begin to UNDERSTAND, but not consistently, text types of the subsequent range. Accuracy in comprehension and production is maintained in the current range of proficiency and is low in the subsequent range.

Novice

(1-2)

Learners understand learned words and phrases (formulaic language).

Intermediate (3-4)

Learners understand sentences and strings of sentences (created language).

Advanced

(5-6, AP)

Learners understand paragraphs and strings of paragraphs (planned language).

Superior

(Ap +)

Learners understand coherent and cohesive multi-paragraph texts (extended language).

Course: AP French

Critical Area of Study (Unit): Contemporary Life- Les gilets jaunes

Essential Questions

• How do target culture individuals respond to economic stress?

Student Outcomes

(Interpretive Communication Outcome from standards)

Sample Student-Generated Evidence (Task)

Authentic Text

IG Outcome 1: Students demonstrate understanding of the main idea and supporting details of written, audio and audio-visual authentic texts regarding economic factors in the target cultures

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IG Outcome 3: Students can inform and persuade about economic factors in the target cultures in culturally appropriate ways, adapting to various audiences of listeners, readers, or viewers, using the most suitable media and technologies to present and publish.

1. Complete the reading comprehension assignment HERE

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• Write an argumentative essay stating and defending their opinion on the validity of the Gilet Jaunes protests based on the texts in Qui sont les gilets jaunes? (article and linked video)

• Qui sont les gilets jaunes? Article and video from Lepoint.fr

Novice (1-2)

Intermediate (3-4)

Advanced (5-6)

Superior (7-8)

WL.CM2.N

Participate in real-world, spoken, written, or signed (ASL) conversations on very familiar topics, using memorized words, phrases, and simple sentences, and questions in highly predictable common daily settings.

WL.CM2.I

Participate in real-world, spoken, written, or signed (ASL) conversations related to self and the immediate environment, creating sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.

WL.CM2.A

Participate in real-world, spoken, written, or signed (ASL) conversations and discussions in major time frames on topics of general public interest using connected sentences and paragraph-level discourse in most informal and formal settings.

WL.CM2.S

Participate fully and effectively in real-world, spoken, written, or signed (ASL) discussions and debates, on topics ranging from broad general interests, to unfamiliar, abstract and hypothetical areas of specialized professional and academic expertise, using a wide variety of text-types with cohesive discourse in informal and formal settings, and problem situations.

Novice

Intermediate

Advanced

Superior

WL.CM3.N

Present information in culturally appropriate-ways on very familiar common daily topics using memorized words, phrases, and simple sentences through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.I

Make simple presentations in culturally-appropriate ways on transactional and informal topics related to self and the immediate environment using sentences and strings of sentences through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.A

Deliver presentations in culturally-appropriate ways on topics of general public interest using paragraph-level discourse in major time frames through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.S

Deliver complex presentations with precision of expression, in culturally-appropriate ways, for a wide variety of audiences, on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise, using a wide variety of text-types with cohesive discourse, through spoken, written, or signed (ASL) language, using the most suitable media and technologies to present and publish.

Novice

(1-2)

Learners produce learned words and phrases (formulaic language).

Intermediate (3-4)

Learners produce sentences and strings of sentences (created language).

Advanced

(5-6, AP)

Learners produce paragraphs and strings of paragraphs (planned language).

Superior

(Ap +)

Learners produce coherent and cohesive multi-paragraph texts (extended language).

LOW

MID

HIGH

Learners are just able to PRODUCE the text-type characteristic of the range. Accuracy in comprehension and production is low.

Learners PRODUCE a wide variety of text types within the range. Accuracy in comprehension and production is high.

Learners begin to PRODUCE, but not consistently, text types of the subsequent range. Accuracy in comprehension and production is maintained in the current range of proficiency and is low in the subsequent range.

1-2

3-4

5-6

7-8 or equivalent

Text message series

Informal short letter or postcard

Formal letter

Formal Email

Teacher

• Greets student and asks a question

Student

• Responds with details

Teacher

• Reacts and offers two options

Student

• Responds and explains choice

Teacher

• Asks a question

Student

• Responds with details

Teacher

• Reacts and states a problem

Student

• Responds with a plan

Teacher

• Asks for suggestions

Student

• Responds with details

Teacher

• Greet student, comment on the weather and ask a question

Student

• Responds in the negative and makes a suggestion

Teacher

• Reacts and asks another question

Student

• Responds and explains choice

Teacher

• Asks a question

Student

• Responds with details

Teacher

• Reacts and states a problem

Student

• Responds with a plan

Teacher

• Asks for suggestions

Student

• Responds with details

Novice (1-2)

Intermediate (3-4)

Advanced (5-6)

Superior (7-8)

WL.CM2.N

Participate in real-world, spoken, written, or signed (ASL) conversations on very familiar topics, using memorized words, phrases, and simple sentences, and questions in highly predictable common daily settings.

WL.CM2.I

Participate in real-world, spoken, written, or signed (ASL) conversations related to self and the immediate environment, creating sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.

WL.CM2.A

Participate in real-world, spoken, written, or signed (ASL) conversations and discussions in major time frames on topics of general public interest using connected sentences and paragraph-level discourse in most informal and formal settings.

WL.CM2.S

Participate fully and effectively in real-world, spoken, written, or signed (ASL) discussions and debates, on topics ranging from broad general interests, to unfamiliar, abstract and hypothetical areas of specialized professional and academic expertise, using a wide variety of text-types with cohesive discourse in informal and formal settings, and problem situations.

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WL 2

WL 4

WL 6

WL 8

Register

Informal

Informal

Formal

Formal

Word count

2 sentences per response

75+

125+

150+

Novice

Intermediate

Advanced

Superior

WL.CM3.N

Present information in culturally appropriate-ways on very familiar common daily topics using memorized words, phrases, and simple sentences through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.I

Make simple presentations in culturally-appropriate ways on transactional and informal topics related to self and the immediate environment using sentences and strings of sentences through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.A

Deliver presentations in culturally- appropriate ways on topics of general public interest using paragraph-level discourse in major time frames through spoken, written, or signed (ASL) language using the most suitable media and technologies to present and publish.

WL.CM3.S

Deliver complex presentations with precision of expression, in culturally-appropriate ways, for a wide variety of audiences, on topics ranging from broad general interests to unfamiliar, abstract, and hypothetical areas of specialized professional and academic expertise, using a wide variety of text-types with cohesive discourse, through spoken, written, or signed (ASL) language, using the most suitable media and technologies to present and publish.

Novice

(1-2)

Learners produce learned words and phrases (formulaic language).

Intermediate (3-4)

Learners produce sentences and strings of sentences (created language).

Advanced

(5-6, AP)

Learners produce paragraphs and strings of paragraphs (planned language).

Superior

(Post AP)

Learners produce coherent and cohesive multi-paragraph texts (extended language).

LOW

MID

HIGH

Learners are just able to PRODUCE the text-type characteristic of the range. Accuracy in comprehension and production is low.

Learners PRODUCE a wide variety of text types within the range. Accuracy in comprehension and production is high.

Learners begin to PRODUCE, but not consistently, text types of the subsequent range. Accuracy in comprehension and production is maintained in the current range of proficiency and is low in the subsequent range.

Level of English

(CEFR/ACTFL)

(Goethe Institute level descriptions)

Required number of hours of dedicated English instruction to achieve mastery of each level

Time to reach Mastery of English with 1 hr of dedicated English instruction per day

Zero to A1

(Novice High)

100-150 hours

20-30 weeks

Up to 2 semesters

A1 to A2

(Intermediate Low-Mid)

100-150 hours

From A1: 200-300 hours

40-60 weeks

Up to 3 semesters

A2 to B1

(Intermediate High)

100-200 hours

From A1: 300-500 hours

60-100 weeks

Up to 5.5 semesters

B1 to B2

(Advanced Low-Mid)

One can interact with a degree of fluency and spontaneity in most professional situations, requiring a good understanding of both spoken and written English across various contexts.

150-200 hours

From A1: 500-700 hours

100-140 weeks

Up to 7.7 semesters

B2 to C1

(Advanced High )

200-250 hours

From A1: 700-950 hours

140-190 weeks

Up to 10.5 semesters

C1 to C2 (Superior/Distinguished)

200-250 hours

From A1: 900-1200 hours

190-240 weeks

Up to 13 semesters

Critical Area of Study 7: Metas y aspiraciones

Essential Questions:

• ¿Cómo nos preparamos para la vida después del colegio?
• ¿Qué opciones tienen los jóvenes al terminar el colegio tanto en el mundo hispano como en nuestra comunidad?
• ¿Cómo podemos combinar nuestros gustos y talentos con las responsabilidades de la vida adulta?

Student Outcomes

Sample Student-Generated Evidence

Resources

Interpretive communication: Students can understand the main idea and some supporting details of authentic written and audio texts about the future aspirations and career opportunities and jobs of youths / individuals in the target culture (CM1,4,5 CL 2).

1. Students do Edpuzzle activity with video 6 carreras del futuro en Argentina
2. Students complete the Test vocacional
3. Students read the article Empleos del futuro, and list their top 5 with a main idea about each job.

Sitio web: Qué son y cómo funcionan las oposiciones en España; Las carreras más / menos elegidas en Argentina; test vocacional; empleos del futuro; trabajo para adolescentes de 16 años

Video: 6 carreras del futuro en Argentina; viaje de egresados en Bariloche

Articulo web: Carreras con mas oportunidades de empleo

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Support Resources

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Que Chévere Unidad 9 A 1-2

Structured Student Interactions Matrix for WL

Text types: Tabla de formatos básicos para varios tipos de texto

Vocabulary Building Activities for Interpreting Authentic Texts

Using Photos in the WL Classroom

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Sample Digital Tools

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Quizlet: for learning / reviewing vocabulary and factual information; easily done individually. Teacher can monitor participation. Integrates with Google Classroom.

Interpersonal communication: Students can share information, thoughts, feelings, and opinions regarding the future aspirations and career opportunities and jobs of youths / individuals in the target cultures and their own in culturally authentic settings using sentences, strings of sentences and level/topic appropriate vocabulary, structures and syntax (CM2, 4, 6, CL1-2, CN2).

1. Students role play interviewing for a job, or discussing jobs/ their aspirations with various partners in a round- robbin or inside-outside circle activity.
2. Students read job ads in Trabajo para adolescentes de 16 años and write a brief cover letter to one of the employers.

Presentational communication: Students can describe, discuss and explain target culture the future aspirations and career opportunities and jobs of youths / individuals in the target culture orally and / or in writing using sentences, strings of sentences and level / topic appropriate vocabulary, structures and syntax (CM3,4,6, CL1-2, CN2)

1. Students select a Spanish speaking country they’d like to live in and research, prepare and deliver a presentation on a career they could study and perform in that country by visiting websites from that target country. Presentations must include what to study, where to study, and possible job applications.

Cultural PPP: Students experience and can recognize the products, practices and perspectives of the target culture regarding the future aspirations and career opportunities and jobs of youths / individuals in the target culture, explore the relationships between them and exchange information about similarities and differences between theirs and the target culture’s. (CL1-3, CN2).

1. Students learn about the Spanish/Latin tradition of the viaje de fin de estudios /viaje de egresados and watch the video Mi viaje de egresados en Bariloche, discussing in class the pros and cons of a trip vs prom/ Grad night, writing a journal entry about which they prefer and why.

Connections, Diverse Perspectives and Distinctive Viewpoints: Intermediate students can acquire, exchange and present academic content across discipline areas, diverse perspectives and distinctive viewpoints related to health, care of one’s body, hygiene and doctor’s visits in the target cultures, in the target language, from age-appropriate authentic materials from the target cultures. (CN1-2)

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