French
Curriculum Guides
Grades
6-8
Course: French, Grade 6
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (intro)
1. greet and respond to greetings
2. introduce and respond to introductions
3. ask and answer questions
4. make and respond to requests
5. exchange information and knowledge
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (intro)
1. follow directions
2. understand some ideas and familiar details
3. obtain information and knowledge (master)
Standard 3: Presentational standards: not applicable
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (intro)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to
1. give examples of the ways in which the target language differs from/
is similar to English
2. Give examples of borrowed and loan words
3. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
4. Identify words in the target language that are used frequently in English
5. Compare, contrast, and exchange views on an aspect of the target language
6. Give examples of words or word parts from the target language that have been adopted in the English language
7. Analyze differences and similarities between the writing systems of both languages
Standard 6: Cultural Comparisons: not applicable
Strand 4: Connections
Standard 7: Connections
The student will be able to
1. obtain knowledge related to other disciplines from sources in
the target language
a. Learning song lyrics written in the target language and applying in the learning standards for singing the arts Frameworks and the Language strand of the English language Arts Frameworks when discussing the meaning of the lyrics
Standard 8: Communities: not applicable
Foreign Language Curriculum Guide
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (Grade 7 master, Grade 8, apply)
6. greet and respond to greetings
7. introduce and respond to introductions
8. ask and answer questions
9. make and respond to requests
10. exchange information and knowledge
11. express likes and dislikes
12. express needs and emotions
13. ask and respond to questions to clarify information
14. exchange opinions about people, activities, or events
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master grade 7, apply, grade 8)
4. follow directions
5. understand some ideas and familiar details
6. obtain information and knowledge
7. follow directions for a recipe, word maze, or logic problem (intro)
8. read authentic and adapted materials such as short stories, narratives, advertisements and brochures (intro)
9. understand learned expressions, sentences, questions and polite commands in messages (intro)
10. comprehend audio and video texts (intro)
11. understand telephone conversations or written correspondence (intro)
Standard 3: Presentational standards
The student will be able to (master, Grade 7, apply, grade 8)
2. express opinions and ideas (intro)
3. express needs and emotions (intro)
4. express agreement and disagreement
5. describe people, places, and things
6. write lists and short notes
7. present information in a brief report (intro)
8. write simple paragraphs (intro)
9. write greeting cards, notes, letters, and e-mails (intro)
10. Give presentations on planned activities or on cultural topics. (intro)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
2. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations (intro)
3. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs (intro)
4. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments (intro)
5. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
6. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (intro)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
2. Give examples of borrowed and loan words
12. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
13. Identify words in the target language that are used frequently in English
14. Analyze how idiomatic expressions work in both languages
15. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
16. Give examples of words or word parts from the target language that have been adopted in the English language
Standard 6: Cultural Comparisons
1. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
3. compare, contrast, and exchange views on an aspect of the target culture
4. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
5. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
6. compare, contrast, and report on cultural traditions and celebrations
7. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
8. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
Strand 4: Connections
Standard 7: Connections
The student will be able to
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
d. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
Strand 8: Communities: not applicable
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (intro)
1. greet and respond to greetings
2. introduce and respond to introductions
3. ask and answer questions
4. make and respond to requests
5. exchange information and knowledge
6. express likes and dislikes
7. express needs and emotions
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (intro)
1. follow directions
2. understand some ideas and familiar details
Standard 3: Presentational standards
The student will be able to (intro)
1. express opinions and ideas
2. express needs and emotions
3. express agreement and disagreement
4. describe people, places, and things
5. write lists and short notes
6. present information in a brief report (in English)
7. Give presentations on planned activities or on cultural topics.
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (intro)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
2. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
3. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
4. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts
5. Identify patterns of social behavior that are typical of the target culture
6. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (intro)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
2. Give examples of borrowed and loan words
3. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
4. Analyze how idiomatic expressions work in both languages
5. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
Standard 6: Cultural Comparisons
The student will be able to
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
2. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
3. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
4. compare, contrast, and exchange views on an aspect of the target culture
5. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
6. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
7. compare, contrast, and report on cultural traditions and celebrations
8. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
Strand 4: Connections
Standard 7: Connections
The student will be able to
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Course: French 1
(HS)
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (intro)
8. greet and respond to greetings
9. introduce and respond to introductions
10. ask and answer questions
11. make and respond to requests
12. exchange information and knowledge
13. express likes and dislikes
14. express needs and emotions
15. ask and respond to questions to clarify information
16. exchange opinions about people, activities, or events
17. discuss class reading
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (intro)
6. follow directions
7. understand some ideas and familiar details
8. obtain information and knowledge
Standard 3: Presentational standards
The student will be able to (intro)
8. express opinions and ideas
9. express needs and emotions
10. express agreement and disagreement
11. describe people, places, and things
12. write lists and short notes
13. present information in a brief report
14. write simple paragraphs
15. write greeting cards, notes, letters, and e-mails
16. describe elements of stories such as characters, events, and settings
17. Give presentations on planned activities or on cultural topics.
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (intro)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
7. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
8. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
9. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
10. identify distinctive contributions made by people in the target culture
11. Identify patterns of social behavior that are typical of the target culture
12. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
13. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (intro)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
3. Give examples of borrowed and loan words
9. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
10. Identify words in the target language that are used frequently in English
11. Analyze how idiomatic expressions work in both languages
12. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
13. Give examples of words or word parts from the target language that have been adopted in the English language
Standard 6: Cultural Comparisons
The student will be able to
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
9. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
10. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
11. compare, contrast, and exchange views on an aspect of the target culture
12. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
13. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
14. compare, contrast, and report on cultural traditions and celebrations
15. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
Strand 4: Connections
Standard 7: Connections
The student will be able to
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master)
18. greet and respond to greetings
19. introduce and respond to introductions
20. ask and answer questions
21. make and respond to requests
22. exchange information and knowledge
23. express likes and dislikes
24. express needs and emotions
25. ask and respond to questions to clarify information
26. exchange opinions about people, activities, or events
27. discuss class reading
28. suggest possible solutions to a problem (intro)
29. discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint (intro)
30. initiate, sustain, and close a conversation (intro)
31. share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc. (intro)
32. negotiate a compromise
33. discuss national, international or current events (intro)
34. use rephrasing, summarization, or elaboration to substantiate opinions or express ideas and emotions (intro)
35. convince and persuade another person to adopt a plan or viewpoint (intro)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master)
14. follow directions
15. understand some ideas and familiar details
16. obtain information and knowledge
17. read or listen to and interpret signs, simple stories, poems and informational texts (intro)
18. follow directions such as for a recipe, a word maze, or a logic problem (intro)
19. read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures (intro)
Standard 3: Presentational standards
The student will be able to (master)
18. express opinions and ideas
19. express needs and emotions
20. express agreement and disagreement
21. describe people, places, and things
22. write lists and short notes
23. present information in a brief report
24. write simple paragraphs
25. write greeting cards, notes, letters, and e-mails
26. describe elements of stories such as characters, events, and settings
27. Give presentations on planned activities or on cultural topics
28. Develop and present solutions to problems (intro)
29. State and support opinions to convince or persuade a listener or reader (intro)
30. write letters requesting specific information (intro)
31. write e-mail correspondence with peers to compare and contrast interests (intro)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master and apply)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
14. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
15. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
16. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
17. identify distinctive contributions made by people in the target culture
18. Identify patterns of social behavior that are typical of the target culture
19. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
20. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (master)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
4. Give examples of borrowed and loan words
20. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
21. Identify words in the target language that are used frequently in English
22. Analyze how idiomatic expressions work in both languages
23. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
24. Give examples of words or word parts from the target language that have been adopted in the English language
25. Analyze differences and similarities between the writing systems of both languages (intro)
Standard 6: Cultural Comparisons
The student will be able to (master)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
16. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
17. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
18. compare, contrast, and exchange views on an aspect of the target culture
19. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
20. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
21. compare, contrast, and report on cultural traditions and celebrations
22. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
23. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
24. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture. (intro)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
d. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master and apply)
36. greet and respond to greetings
37. introduce and respond to introductions
38. ask and answer questions
39. make and respond to requests
40. exchange information and knowledge
41. express likes and dislikes
42. express needs and emotions
43. ask and respond to questions to clarify information
44. exchange opinions about people, activities, or events
45. discuss class reading
46. suggest possible solutions to a problem (master)
47. discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint (master)
48. initiate, sustain, and close a conversation (master)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master and apply)
26. follow directions
27. understand some ideas and familiar details
28. obtain information and knowledge
29. read or listen to and interpret signs, simple stories, poems and informational texts (master)
30. follow directions such as for a recipe, a word maze, or a logic problem (master)
31. read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures (master)
32. understand important ideas and details in highly contextualized authentic and adapted texts (master)
33. understand learned expressions, sentences, questions. And polite commands in messages (master)
34. identify themes in fictional and nonfictional works and relate them to personal experiences (master)
Standard 3: Presentational standards
The student will be able to (apply)
32. express opinions and ideas
33. express needs and emotions
34. express agreement and disagreement
35. describe people, places, and things
36. write lists and short notes
37. present information in a brief report
38. write simple paragraphs
39. write greeting cards, notes, letters, and e-mails (intro)
40. describe elements of stories such as characters, events, and settings
41. Give presentations on planned activities or on cultural topics
42. Develop and present solutions to problems (master)
43. State and support opinions to convince or persuade a listener or reader (master)
44. write letters requesting specific information (master)
45. write e-mail correspondence with peers to compare and contrast interests (intro)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master and apply)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
21. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
22. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
23. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
24. identify distinctive contributions made by people in the target culture
25. Identify patterns of social behavior that are typical of the target culture
26. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
27. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
28. Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos and relate these to cultural perspectives of the target culture (intro)
29. Identify historical and/or cultural figures from the target culture and describe their contributions (intro)
30. Identify, place in chronological order, and describe the significance of important historical events in the target culture (intro)
31. Identify on maps and globes the locations and major geographic features of countries where the target language is or was used (intro)
32. Identify interactions, patterns of social behavior, social norms, customs, holidays and special events that are typical of the target culture, and discuss how they reflect language and culturea perspectives. (intro)
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (master)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
5. Give examples of borrowed and loan words
35. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
36. Identify words in the target language that are used frequently in English
37. Analyze how idiomatic expressions work in both languages
38. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
39. Give examples of words or word parts from the target language that have been adopted in the English language
40. Analyze differences and similarities between the writing systems of both languages (master)
41. Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the target language (intro, master)
42. Discuss and analyze idiomatic expressions in the target language (master)
43. Read and view several literary works (print, film, multimedia) with related themes and compare them (intro)
44. Describe similarities in themes and details found in narratives of the target language and English (intro)
Standard 6: Cultural Comparisons
The student will be able to (master, apply)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
25. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
26. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
27. compare, contrast, and exchange views on an aspect of the target culture
28. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
29. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
30. compare, contrast, and report on cultural traditions and celebrations
31. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
32. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
33. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture. (master)
34. compare, contrast, and discuss how a social issue is treated in primary sources in both English and the target language (intro)
35. compare and contrast how international events are or have been reported in the target culture’s media (intro)
36. analyze and present how an important event was covered in the media in the target culture and how the United States media covered the same or similar events (intro)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
d. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master and apply)
49. greet and respond to greetings
50. introduce and respond to introductions
51. ask and answer questions
52. make and respond to requests
53. exchange information and knowledge
54. express likes and dislikes
55. express needs and emotions
56. ask and respond to questions to clarify information
57. exchange opinions about people, activities, or events
58. discuss class reading
59. suggest possible solutions to a problem (apply)
60. discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint (apply)
61. initiate, sustain, and close a conversation (apply)
62. share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc. (master, apply)
63. negotiate a compromise
64. discuss national, international or current events (master, apply)
65. use rephrasing, summarization, or elaboration to substantiate opinions or express ideas and emotions (master, apply)
66. convince and persuade another person to adopt a plan or viewpoint (master, apply)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master and apply)
45. follow directions
46. understand some ideas and familiar details
47. obtain information and knowledge
48. read or listen to and interpret signs, simple stories, poems and informational texts (apply)
49. follow directions such as for a recipe, a word maze, or a logic problem (apply)
50. read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures (master)
51. understand important ideas and details in highly contextualized authentic and adapted texts (master)
52. understand learned expressions, sentences, questions. And polite commands in messages (master)
53. identify themes in fictional and nonfictional works and relate them to personal experiences (master)
Standard 3: Presentational standards
The student will be able to (apply)
46. express opinions and ideas
47. express needs and emotions
48. express agreement and disagreement
49. describe people, places, and things
50. write lists and short notes
51. present information in a brief report
52. write simple paragraphs
53. write greeting cards, notes, letters, and e-mails
54. describe elements of stories such as characters, events, and settings
55. Give presentations on planned activities or on cultural topics
56. Develop and present solutions to problems (master)
57. State and support opinions to convince or persuade a listener or reader (master)
58. write letters requesting specific information (master)
59. write e-mail correspondence with peers to compare and contrast interests (master)
60. write journals, letters, stories and essays ( master)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master and apply)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
33. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
34. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
35. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
36. identify distinctive contributions made by people in the target culture
37. Identify patterns of social behavior that are typical of the target culture
38. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
39. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (master)
1. ask and answer questions regarding similar/different phonetic/writing
systems used in the target language
2. give examples of the ways in which the target language differs from/
is similar to English
6. Give examples of borrowed and loan words
54. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
55. Identify words in the target language that are used frequently in English
56. Analyze how idiomatic expressions work in both languages
57. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
58. Give examples of words or word parts from the target language that have been adopted in the English language
59. Analyze differences and similarities between the writing systems of both languages (master)
60. Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the target language (intro, master)
61. Discuss and analyze idiomatic expressions in the target language (master)
62. Read and view several literary works (print, film, multimedia) with related themes and compare them (master)
63. Describe similarities in themes and details found in narratives of the target language and English (master)
Standard 6: Cultural Comparisons
The student will be able to (master, apply)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
37. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
38. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
39. compare, contrast, and exchange views on an aspect of the target culture
40. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
41. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
42. compare, contrast, and report on cultural traditions and celebrations
43. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
44. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
45. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture. (master)
46. compare, contrast, and discuss how a social issue is treated in primary sources in both English and the target language (intro)
47. compare and contrast how international events are or have been reported in the target culture’s media (intro)
48. analyze and present how an important event was covered in the media in the target culture and how the United States media covered the same or similar events (intro)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
d. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
e. obtaining political and economic information from newspapers, other print sources, and interactive CD roms in the target language and using this information to achieve the learning standards of the Civics and Government and Economics Strands of the history and Social Science Framework
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Course: French 5
(HS)
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (apply)
67. greet and respond to greetings
68. introduce and respond to introductions
69. ask and answer questions
70. make and respond to requests
71. exchange information and knowledge
72. express likes and dislikes
73. express needs and emotions
74. ask and respond to questions to clarify information
75. exchange opinions about people, activities, or events
76. discuss class reading
77. suggest possible solutions to a problem (apply)
78. discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint (apply)
79. initiate, sustain, and close a conversation (apply)
80. share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc. (apply)
81. negotiate a compromise
82. discuss national, international or current events ( apply)
83. use rephrasing, summarization, or elaboration to substantiate opinions or express ideas and emotions ( apply)
84. convince and persuade another person to adopt a plan or viewpoint
( apply)
85. discuss and analyze literary texts (master)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master and apply)
64. follow directions
65. understand some ideas and familiar details
66. obtain information and knowledge
67. read or listen to and interpret signs, simple stories, poems and informational texts (apply)
68. follow directions such as for a recipe, a word maze, or a logic problem (apply)
69. read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures (apply)
70. understand important ideas and details in highly contextualized authentic and adapted texts (apply)
71. understand learned expressions, sentences, questions. And polite commands in messages (apply)
72. identify themes in fictional and nonfictional works and relate them to personal experiences (apply)
73. comprehend narration in present, past and future
74. identify and understand feelings and emotions
75. comprehend audio and video texts
76. understand telephone conversations or written correspondence
77. identify the main points and details in a radio or TV broadcast
78. understand printed or recorded advice and suggestions
79. analyze the aesthetic qualities of works of poetry drama, fiction or film
80. interpret literature based on evidence from the text
81. analyze moral/philosophical points presented in literary texts
Standard 3: Presentational standards
The student will be able to (apply)
61. express opinions and ideas
62. express needs and emotions
63. express agreement and disagreement
64. describe people, places, and things
65. write lists and short notes
66. present information in a brief report
67. write simple paragraphs
68. write greeting cards, notes, letters, and e-mails
69. describe elements of stories such as characters, events, and settings
70. Give presentations on planned activities or on cultural topics
71. Develop and present solutions to problems
72. State and support opinions to convince or persuade a listener or reader (master)
73. write letters requesting specific information
74. write e-mail correspondence with peers to compare and contrast interests (master)
75. write journals, letters, stories and essays
76. write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target culture
77. recount events in an incident or a reading
78. narrate in the past, present, and future
Strand 2: Cultures
Standard 4: Cultures
The student will be able to ( apply)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
40. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
41. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
42. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
43. identify distinctive contributions made by people in the target culture
44. Identify patterns of social behavior that are typical of the target culture
45. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
46. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
47. demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps.
48. identify historical and/or cultural figures from the target culture and describe their contributions
49. identify artistic styles in the target culture and discuss the meaning of
various historical periods in the target culture
12. analyze examples of literature, primary source historical documents, music, visual arts, theatre, dance, and other artifacts from the target cultures and discuss how they reflect individual and cultural perspectives
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (apply)
1. give examples of the ways in which the target language differs from/
is similar to English
7. Give examples of borrowed and loan words
8. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
9. Identify words in the target language that are used frequently in English
10. Analyze how idiomatic expressions work in both languages
11. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
12. Give examples of words or word parts from the target language that have been adopted in the English language
13. Analyze differences and similarities between the writing systems of both languages
14. Compare, contrast, and analyze articles in newspapers, journals, and radio broadcasts in the target language
15. Discuss and analyze idiomatic expressions in the target language (master)
16. Read and view several literary works (print, film, multimedia) with related themes and compare them
17. Describe similarities in themes and details found in narratives of the target language and English
Standard 6: Cultural Comparisons
The student will be able to ( apply)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
49. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
50. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
51. compare, contrast, and exchange views on an aspect of the target culture
52. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
53. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
54. compare, contrast, and report on cultural traditions and celebrations
55. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
56. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
57. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture. (master)
58. compare, contrast, and discuss how a social issue is treated in primary sources in both English and the target language (intro)
59. compare and contrast how international events are or have been reported in the target culture’s media (intro)
60. analyze and present how an important event was covered in the media in the target culture and how the United States media covered the same or similar events (intro)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
c. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
d. obtaining political and economic information from newspapers, other print sources
e. learning song lyrics written in the target language and applying the learning standards for singing in the Arts Framework and the Language and the English Language Arts framework when discussing the meaning of the lyrics
Strand 8: Communities: not applicable
Foreign Language Curriculum Guide
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (apply)
86. greet and respond to greetings
87. introduce and respond to introductions
88. ask and answer questions
89. make and respond to requests
90. exchange information and knowledge
91. express likes and dislikes
92. express needs and emotions
93. ask and respond to questions to clarify information
94. exchange opinions about people, activities, or events
95. discuss class reading
96. suggest possible solutions to a problem (apply)
97. discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint (apply)
98. initiate, sustain, and close a conversation (apply)
99. share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc. (apply)
100. negotiate a compromise
101. discuss national, international or current events ( apply)
102. use rephrasing, summarization, or elaboration to substantiate opinions or express ideas and emotions ( apply)
103. convince and persuade another person to adopt a plan or viewpoint
( apply)
104. discuss and analyze literary texts (master)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master and apply)
82. follow directions
83. understand some ideas and familiar details
84. obtain information and knowledge
85. read or listen to and interpret signs, simple stories, poems and informational texts (apply)
86. follow directions such as for a recipe, a word maze, or a logic problem (apply)
87. read authentic and adapted materials, such as short stories, narratives, advertisements, and brochures (apply)
88. understand important ideas and details in highly contextualized authentic and adapted texts (apply)
89. understand learned expressions, sentences, questions. And polite commands in messages (apply)
90. identify themes in fictional and nonfictional works and relate them to personal experiences (apply)
91. comprehend narration in present, past and future
92. identify and understand feelings and emotions
93. comprehend audio and video texts
94. understand telephone conversations or written correspondence
95. identify the main points and details in a radio or TV broadcast
96. understand printed or recorded advice and suggestions
97. analyze the aesthetic qualities of works of poetry drama, fiction or film
98. interpret literature based on evidence from the text
99. analyze moral/philosophical points presented in literary texts
Standard 3: Presentational standards
The student will be able to (apply)
79. express opinions and ideas
80. express needs and emotions
81. express agreement and disagreement
82. describe people, places, and things
83. write lists and short notes
84. present information in a brief report
85. write simple paragraphs
86. write greeting cards, notes, letters, and e-mails
87. describe elements of stories such as characters, events, and settings
88. Give presentations on planned activities or on cultural topics
89. Develop and present solutions to problems
90. State and support opinions to convince or persuade a listener or reader (master)
91. write letters requesting specific information
92. write e-mail correspondence with peers to compare and contrast interests (master)
93. write journals, letters, stories and essays
94. write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target culture
95. recount events in an incident or a reading
96. narrate in the past, present, and future
Strand 2: Cultures
Standard 4: Cultures
The student will be able to ( apply)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
50. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
51. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
52. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
53. identify distinctive contributions made by people in the target culture
54. Identify patterns of social behavior that are typical of the target culture
55. Interact appropriately in social and cultural activities such as exchanges in a restaurant, at a bus stop, in a store or in a classroom
56. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
57. identify historical and/or cultural figures from the target culture and describe their contributions
12. analyze examples of literature, primary source historical documents, music, visual arts, theatre, dance, and other artifacts from the target cultures and discuss how they reflect individual and cultural perspectives
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (apply)
1. give examples of the ways in which the target language differs from/
is similar to English
18. Give examples of borrowed and loan words
19. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
20. Identify words in the target language that are used frequently in English
21. Analyze how idiomatic expressions work in both languages
22. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
23. Give examples of words or word parts from the target language that have been adopted in the English language
24. Analyze differences and similarities between the writing systems of both languages
25. Compare, contrast, and analyze articles in newspapers, journals, and radio broadcasts in the target language
26. Discuss and analyze idiomatic expressions in the target language (master)
27. Read and view several literary works (print, film, multimedia) with related themes and compare them
28. Describe similarities in themes and details found in narratives of the target language and English
Standard 6: Cultural Comparisons
The student will be able to ( apply)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
61. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
62. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
63. compare, contrast, and exchange views on an aspect of the target culture
64. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
65. compare and contrast examples of music, visual arts, dance, and theatre from the target culture with examples from their own culture
66. compare, contrast, and report on cultural traditions and celebrations
67. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
68. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture
69. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture. (master)
70. compare, contrast, and discuss how a social issue is treated in primary sources in both English and the target language (intro)
71. compare and contrast how international events are or have been reported in the target culture’s media (intro)
72. analyze and present how an important event was covered in the media in the target culture and how the United States media covered the same or similar events (intro)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
c. collecting data and graphing results in the target language in order to achieve the learning standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework
d. obtaining political and economic information from newspapers, other print sources
e. learning song lyrics written in the target language and applying the learning standards for singing in the Arts Framework and the Language and the English Language Arts framework when discussing the meaning of the lyrics
Strand 8: Communities: not applicable