french and spanish quarterly benchmarks (i can statements) · pdf filefrench and spanish...

FRENCH AND SPANISH QUARTERLY BENCHMARKS (I CAN STATEMENTS) LEVEL 2, QUARTER 1 COMMUNICATION Use previously acquired communication skills. Talk about the present using the vocabulary words presented. Follow classroom commands. Form equal and unequal comparisons. Carry on a short conversation in the present tense. Read and write basic sentences and paragraphs in the present tense. Listen and respond to oral sentences and passages containing the present tense Practice study skills.

I can…

--use previously acquired communication skills. --pronounce the vocabulary words and use them in new contexts. --use ser and estar correctly (Spanish). --conjugate reflexive verbs in present tense (Spanish). --make equal and unequal comparisons (more than, less than, as ___ as). --use saber and conocer correctly (Spanish). --conjugate verbs in present progressive tense (estar + -ndo). --use possessive adjectives (mío, tuyo, etc.—Spanish).

LEVEL 2, QUARTER 1

CULTURES

Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations – Day of the Dead (Spanish), Toussaints (French), etc. Explore selected cities and countries featured in the textbook. Explore contributions of indigenous civilizations (Hispanic and Francophone countries). Identify selected monuments, works of art, and architecture of the countries of the target language world. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences.

I can…

--describe mealtimes, foods, schools, sports and clothing in the target culture. --explain fall holidays in the target culture. --talk about selected cities and countries where the target language is spoken. --talk about native civilizations in Hispanic and French-speaking countries. -- identify selected monuments, works of art, and architecture of the countries of the target language world.

LEVEL 2, QUARTER 1

CONNECTIONS Explore the presence and influence of the target culture in everyday life – target language words used commonly in English. Explore musical and artistic selections from the target culture. Explore ecological issues in the world. Explore the contributions of indigenous civilizations (Hispanic and Francophone countries).

I can…

--name words from the target language that are used in English. --identify musical and visual artists from the target culture. --discuss contributions of native civilizations (Hispanic and French-speaking countries).

LEVEL 2, QUARTER 1

COMPARISONS Explain similarities and differences in schools in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures (e.g., birthdays). Explain similarities and differences between the target and primary cultures (e.g., attitudes toward family and extended family).

I can…

--compare and contrast schools in the home and target cultures. --compare and contrast holidays and celebrations in the home and target cultures. --compare and contrast families in the home and target cultures.

LEVEL 2, QUARTER 1

COMMUNITIES Use the target language in and beyond the school setting (e.g., listening to music). Participate in authentic community resources such as festivals, movies, restaurants, and interviews with native speakers when possible. Share an experience in the community that exposed the student to the target culture or language (e.g., products that students buy). Describe and sample ethnic foods. Recognize musical genres, artists, movies, etc., of the target language cultures. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community (e.g., podcasts).

The Communities area concerns student experiences outside the school day, many of which cannot be formally assessed. Nevertheless, possible assessments might include reports, presentations, podcasts, articles, letters, emails and the like.

LEVEL 2, QUARTER 1

LEVEL 2, QUARTER 2 COMMUNICATION Use previously acquired communication skills. Talk about the past using the vocabulary words presented. Follow classroom commands. Carry on a short conversation in the past tense. Read and write basic sentences and paragraphs in the past tense. Listen and respond to oral sentences and passages containing the past tense. Practice study skills.

I can… --use previously acquired communication skills. --pronounce the vocabulary words and use them in new contexts. --listen to commands given by the teacher in the target language and follow them correctly. --talk to a partner about what I did yesterday, last month, last year, etc., using the preterit Spanish) or passé composé (French) tense. --write a paragraph about the past using the preterit (Spanish) or passé composé (French) tense. --understand sentences that are in the preterit (Spanish) or passé compose (French) tense when I hear them. --use demonstratives such as this and those (Spanish).

LEVEL 2, QUARTER 2

CULTURES Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations – New Year customs, etc. Explore selected cities and countries featured in the textbook. Explore contributions of indigenous civilizations (Hispanic and Francophone countries). Identify selected monuments, works of art, and architecture of the countries of the target language world. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences.

I can… --describe mealtimes, foods, schools, sports and clothing in the target culture. --explain winter holidays in the target culture. --talk about selected cities and countries where the target language is spoken. --talk about native civilizations in Hispanic and French-speaking countries. --identify selected monuments, works of art, and architecture of the countries of the target language world.

LEVEL 2, QUARTER 2

CONNECTIONS Explore the presence and influence of the target culture in everyday life – foods and fashion. Explore musical and artistic selections from the target culture. Explore ecological issues in the world. Explore the contributions of indigenous civilizations (Hispanic and Francophone countries).

I can… --identify foods from the target language countries that are popular in the United States. --talk about how fashion in the United States is influenced by France (French). --identify musical and visual artists from the target culture. --talk about ecological problems in various target language countries --discuss contributions of native civilizations (Hispanic and French-speaking countries).

LEVEL 2, QUARTER 2

COMPARISONS Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures (e.g., December holiday traditions). Explain similarities and differences between the target and primary cultures (e.g., meals and meal times).

I can… --compare and contrast schools in the home and target cultures. --compare and contrast December holidays and celebrations in the home and target cultures. --compare and contrast meal times and what is eaten in each meal in the home and target cultures.

LEVEL 2, QUARTER 2

COMMUNITIES Use the target language in and beyond the school setting (e.g., reading a newspaper or magazine). Participate in authentic community resources such as festivals, movies, restaurants, and interviews with native speakers when possible (e.g., International Festival). Share an experience in the community that exposed the student to the target culture or language (e.g., experiences from a restaurant). Describe and sample ethnic foods. Recognize musical genres, artists, movies, etc., of the target language cultures. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community (e.g., target language web sites for music).


LEVEL 2, QUARTER 2

LEVEL 2, QUARTER 3 COMMUNICATION Use previously acquired communication skills. Talk about the past using the correct past tense and the vocabulary words presented. Give and follow formal commands. Use object pronouns to refer to objects. Carry on a short conversation in the past tenses. Read and write basic sentences and paragraphs in the past tenses. Listen and respond to oral sentences and passages containing the past tenses. Practice study skills.

I can… --use previously acquired communication skills. --pronounce the vocabulary words and use them in new contexts. --use imperfect tense to talk about past actions in progress, describe the past, or talk about repeated past actions (what people used to do). --talk about the past using the correct past tense and the new vocabulary words. --form singular and plural formal commands. --listen to formal commands and follow them. --use the words it and them to refer to objects that have already been mentioned. --talk to a partner about what I did yesterday, last week, last month, etc. --read a paragraph or short story that contains the past tenses. --write a paragraph or short story that contains the past tenses. --listen to, understand and respond to sentences and short passages that contains the past tenses.

LEVEL 2, QUARTER 3

CULTURES Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations – Carnaval (Spanish) and Mardi Gras (French), etc. Explore selected cities and countries featured in the textbook. Explore contributions of indigenous civilizations (Hispanic and Francophone countries). Identify selected monuments, works of art, and architecture of the countries of the target language world. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences.

I can… --describe mealtimes, foods, schools, sports and clothing in the target culture. --explain spring holidays in the target culture. --talk about selected cities and countries where the target language is spoken. --talk about native civilizations in Hispanic and French-speaking countries. --identify selected monuments, works of art, and architecture of the countries of the target language world. --name several ways in which the target language varies from country to country.

LEVEL 2, QUARTER 3

CONNECTIONS Explore the presence and influence of the target culture in everyday life. Explore musical and artistic selections from the target culture. Explore ecological issues in the world. Explore the contributions of indigenous civilizations (Hispanic and Francophone countries).

I can… --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture. --talk about ecological problems in various target language countries. --discuss contributions of native civilizations (Hispanic and French-speaking countries).

LEVEL 2, QUARTER 3

COMPARISONS Explain similarities and differences in the activities of teens in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures (e.g., spring holiday traditions).

I can… --compare and contrast how teens spend their free time in the home and target cultures. --compare and contrast spring holidays and celebrations in the home and target cultures.

LEVEL 2, QUARTER 3

COMMUNITIES Use the target language in and beyond the school setting (e.g., watching a movie in the target language). Participate in authentic community resources such as festivals, movies, restaurants, and interviews with native speakers when possible. Share an experience in the community that exposed the student to the target culture or language. Describe and sample ethnic foods. Recognize musical genres, artists, movies, etc., of the target language cultures. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community (e.g., target language TV and radio programs).


LEVEL 2, QUARTER 3

LEVEL 2, QUARTER 4 COMMUNICATION Use previously acquired communication skills. Talk about the future using the vocabulary words presented. Give and follow formal and familiar commands. Express hopes, wishes and doubts by using the subjunctive. Carry on a short conversation in multiple tenses. Read and write basic sentences and paragraphs using multiple tenses. Listen and respond to oral sentences and passages containing multiple tenses. Practice study skills.

I can… --use previously acquired communication skills. --pronounce the vocabulary words and use them in new contexts. --talk about the past using the correct past tense and the new vocabulary words. --form singular and plural familiar commands. --listen to familiar commands and follow them. --use the subjunctive after verbs of influence, emotion and doubt, and after impersonal expressions. --talk to a partner about what I did, what I am doing and what I will do. --read a paragraph or short story that contains the present, past and future tenses. --write a paragraph or short story that contains the present, past and future tenses. --listen to, understand and respond to sentences and short passages that contain the present, past and future tenses.

LEVEL 2, QUARTER 4

CULTURES Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations – Cinco de mayo (Spanish), Poisson d’avril (French), etc. Explore selected cities and countries featured in the textbook. Explore contributions of indigenous civilizations (Hispanic and Francophone countries). Identify selected monuments, works of art, and architecture of the countries of the target language world. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences.

I can… --describe mealtimes, foods, schools, sports and clothing in the target culture. --explain spring and summer holidays in the target culture. --talk about selected cities and countries where the target language is spoken. --talk about native civilizations in Hispanic and French-speaking countries. --identify selected monuments, works of art, and architecture of the countries of the target language world. --name several ways in which the target language varies from country to country.

LEVEL 2, QUARTER 4

CONNECTIONS Explore the presence and influence of the target culture in everyday life. Explore musical and artistic selections from the target culture. Explore ecological issues in the world. Explore the contributions of indigenous civilizations (Hispanic and Francophone countries).

I can… --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture. --talk about ecological problems in various target language countries. --discuss contributions of native civilizations (Hispanic and French-speaking countries).

LEVEL 2, QUARTER 4

COMPARISONS Explain similarities and differences in living arrangements for young people in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures (e.g., Independence Day celebrations). Explain similarities and differences between the target and primary cultures (e.g., vacations).

I can… --compare and contrast how and where teens and young adults live when they graduate from high school in the home and target cultures. --compare and contrast spring and summer holidays and celebrations in the home and target cultures. --explain how people spend their vacations in the home and target cultures.

LEVEL 2, QUARTER 4

COMMUNITIES Use the target language in and beyond the school setting (e.g., interaction with exchange students or other native speakers when possible). Participate in authentic community resources such as festivals, movies, restaurants, and interviews with native speakers when possible. Share an experience in the community that exposed the student to the target culture or language. Describe and sample ethnic foods. Recognize musical genres, artists, movies, etc., of the target language cultures. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community (e.g., target language TV and radio programs).


LEVEL 2, QUARTER 4

FRENCH AND SPANISH QUARTERLY BENCHMARKS (I CAN STATEMENTS) LEVEL 3, QUARTER 1

COMMUNICATION Use previously acquired communication skills. Narrate events in present tense using the vocabulary presented. Relate events in time. Express personal points of view. Carry on conversations of increasing length and complexity. Read short passages, stories and articles. Comprehend spoken passages or dialogues of medium length. Plan and perform skits and presentations. Write a single-paragraph essay. Edit an essay that has been coded for corrections.

I can… --use previously acquired communication skills.*

*In Level 3 and above, students very often will be revisiting prior concepts while extending and deepening their knowledge of these concepts and their uses. The specific review targets and benchmarks will be provided to students at the beginning of each unit of study.

--pronounce the vocabulary words and use them in new contexts. --use reflexive verbs to talk about daily routines and emotions (French). --use imperfect tense to talk about past actions in progress, describe the past, or talk about repeated past actions—what people used to do (French). --use the pronoun en to replace appropriate nouns (French). --use se to express reflexive actions (to/for one’s self), reciprocal actions and actions with no stated subject (Spanish). --tell a story in present tense, including time expressions to help put the events in order. --express my thoughts, opinions, desires and feelings on topics we have studied.

LEVEL 3, QUARTER 1

--speak with a partner or on a recording for two minutes or more. --read with understanding target-language passages of medium length (one to two pages). --understand spoken passages of medium length (one to three minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 150 words. --edit an essay that has been coded for corrections.

LEVEL 3, QUARTER 1

CULTURES

Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations. Explore selected cities and countries of the target culture. Explore and recognize the contributions of noted figures of the target language culture. Further explore contributions of indigenous civilizations (Spanish). Discuss selected historical events of the countries of the target cultures. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences.

I can… --locate cities and countries of the target culture on the map. --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world. --name several ways in which the target language varies from country to country.

LEVEL 3, QUARTER 1

CONNECTIONS

Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore ecological issues. Examine historical and current events. Apply rudiments of literary analysis to reading selections.

I can…. --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --read target-language passages of medium length (one to two pages), summarize their main ideas or plot, and recognize simple literary devices such as rhyme, rhythm, symbolism and personification.

LEVEL 3, QUARTER 1

COMPARISONS

Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures. Compare social issues in the home and target cultures. Explain similarities and differences between the target and primary languages.

I can… --compare and contrast everyday practices in my culture with those in the target culture. --compare and contrast holidays and celebrations in my culture with those in the target culture. --compare and contrast attitudes toward social issues in my culture with those in the target culture. --compare and contrast the vocabulary and grammar of English with those of the target language, with the ultimate goal of understanding and using both languages more effectively.

LEVEL 3, QUARTER 1

COMMUNITIES

Recognize the influences of the target culture on the home culture. Use the target language in and beyond the school setting. Use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. Recognize musical genres, artists, movies, foods and so forth that are popular in the United States. Continue to explore careers in which proficiency in a second language is beneficial. Consider the impact of the individual’s contribution to the community. Utilize a variety of technical resources to investigate and communicate with the global community.


LEVEL 3, QUARTER 1

LEVEL 3, QUARTER 2

COMMUNICATION Use previously acquired communication skills. Narrate events in multiple time frames using the vocabulary presented. Speculate about the present and the past. Relate events in time. Express personal points of view. Carry on conversations of increasing length and complexity. Read short passages, stories and articles. Comprehend spoken passages or dialogues of medium length. Plan and perform skits and presentations. Write a single-paragraph essay. Edit an essay that has been coded for corrections.



--pronounce the vocabulary words and use them in new contexts. --use past participles to describe nouns (broken pencils; The homework is finished) (Spanish). --use future tense to discuss what will happen (Spanish). --use conditional tense to discuss what would happen (Spanish). --speculate about the present using future of probability and about the past using conditional of probability (say what probably is or probably was happening) (Spanish). --use qui and que correctly to refer to previously mentioned people and things (French). --talk about the past using the correct past tense (passé composé or imparfait) (French). --tell a story in past tense, including time expressions to help put the events in order and choosing the correct past tense.

LEVEL 3, QUARTER 2

--form irregular adjectives and adverbs (French). --compare things using the comparative (more/less…than) and superlative (the most/ least ___) forms (French). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for two minutes or more. --read with understanding target-language passages of medium length (one to two pages). --understand spoken passages of medium length (one to three minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 150 words. --edit an essay that has been coded for corrections.

LEVEL 3, QUARTER 2

CULTURES Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations. Explore selected cities and countries in the target culture. Explore and recognize the contributions of noted figures of the target language culture. Further explore contributions of indigenous civilizations (Spanish). Discuss selected historical events of the countries of the target cultures. Recognize regionalisms in the target language. Continue to develop sensitivity to cultural differences


LEVEL 3, QUARTER 2

CONNECTIONS Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore ecological issues. Examine historical and current events. Apply rudiments of literary analysis to reading selections.

I can…. --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --read target-language passages of medium length (one to two pages), summarize their main ideas or plot, and recognize simple literary devices such as rhyme, rhythm, symbolism and personification.

LEVEL 3, QUARTER 2

COMPARISONS Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures. Compare social issues in the home and target cultures. Explain similarities and differences between the target and primary languages.


LEVEL 3, QUARTER 2

COMMUNITIES Recognize the influences of the target culture on the home culture. Use the target language in and beyond the school setting. Use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. Recognize musical genres, artists, movies, foods and so forth that are popular in the United States. Continue to explore careers in which proficiency in a second language is beneficial. Consider the impact of the individual’s contribution to the community. Utilize a variety of technical resources to investigate and communicate with the global community.


LEVEL 3, QUARTER 2

LEVEL 3, QUARTER 3 COMMUNICATION Use previously acquired communication skills. Narrate events in multiple time frames using the vocabulary presented. Speculate about the present and the past. Relate events in time. Express personal points of view. Carry on conversations of increasing length and complexity. Read short passages, stories and articles. Comprehend spoken passages or dialogues of medium length. Plan and perform skits and presentations. Write a multi-paragraph essay. Edit an essay that has been coded for corrections.



--pronounce the vocabulary words and use them in new contexts. --use present perfect tense to talk about what has happened (Spanish). --use past perfect tense to talk about what had happened (Spanish). --use por and para correctly (Spanish). --use the subjunctive to express emotion or an opinion toward a situation (expressions of emotion and impersonal expressions such as Es bueno que) (Spanish). --use the subjunctive to try to influence outcomes or the behavior of others (expressions of influence) (Spanish). --use demonstratives such as this and those (French). --use future tense to discuss what will happen (French).

LEVEL 3, QUARTER 3

--use conditional tense to discuss what would happen (French). --use si clauses to speculate about what if (French). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for two minutes or more. --read with understanding target-language passages of medium length (two to three pages). --understand spoken passages of medium length (one to three minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 200 words. --edit an essay that has been coded for corrections.

LEVEL 3, QUARTER 3



LEVEL 3, QUARTER 3

CONNECTIONS

Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore ecological issues. Examine historical and current events. Consider issues of citizenship and service in today’s international community (Spanish). Apply rudiments of literary analysis to reading selections.

I can… --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --discuss issues of citizenship and service in today’s international community (Spanish). --read target-language passages of medium length (two to three pages), summarize their main ideas or plot, and recognize simple literary devices such as rhyme, rhythm, symbolism and personification.

LEVEL 3, QUARTER 3



LEVEL 3, QUARTER 3

LEVEL 3, QUARTER 4 COMMUNICATION Use previously acquired communication skills. Narrate events in multiple time frames using the vocabulary presented. Speculate about the present and the past. Relate events in time. Express personal points of view. Carry on conversations of increasing length and complexity. Read short passages, stories and articles. Comprehend spoken passages or dialogues of medium length. Plan and perform skits and presentations. Write a multi-paragraph essay. Edit an essay that has been coded for corrections.



--pronounce the vocabulary words and use them in new contexts. --use present perfect tense to talk about what has happened (French). --use past perfect tense to talk about what had happened (French). --use future perfect to talk about what will have happened (French). --distinguish between the use of the infinitive (to + verb) and the gerund (-ing) (French). --use vosotros commands to give orders and nosotros commands to express Let’s ___ (Spanish). --use the subjunctive to express emotion or an opinion toward a situation or to try to influence outcomes or the behavior of others (French). --use the subjunctive to express doubt or disbelief.

LEVEL 3, QUARTER 4

--choose between subjunctive and indicative when describing specific and non-specific nouns (adjective clauses) (Spanish). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for two minutes or more. --read with understanding target-language passages of medium length (two to three pages). --understand spoken passages of medium length (one to three minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 200 words. --edit an essay that has been coded for corrections.

LEVEL 3, QUARTER 4



LEVEL 3, QUARTER 4

CONNECTIONS

Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore ecological issues. Examine historical and current events. Apply rudiments of literary analysis to reading selections.

I can… --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --read target-language passages of medium length (two to three pages), summarize their main ideas or plot, and recognize simple literary devices such as rhyme, rhythm, symbolism and personification.

LEVEL 3, QUARTER 4



LEVEL 3, QUARTER 4

FRENCH AND SPANISH QUARTERLY BENCHMARKS (I CAN STATEMENTS) LEVEL 4, QUARTER 1 COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and perform skits and presentations. Read poetry, as well as passages, stories and articles of increasing length and complexity. Comprehend spoken passages and dialogues of increasing length and complexity. Take notes from a brief lecture. Discuss hypothetical situations.



--pronounce the vocabulary words and use them in new contexts. --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for three minutes or more. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (two to four minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 200 or more words. --edit an essay that has been coded for corrections.

LEVEL 4, QUARTER 1

CULTURES

Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations. Explore selected cities and countries. Explore and recognize the contributions of noted figures of the target language culture. Further explore contributions of indigenous civilizations (Spanish). Investigate the history of France from the prehistoric era to the Revolution (French). Recognize regionalisms and gestures in the target language. Continue to develop sensitivity to cultural differences.

I can… --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world. --name several ways in which the target language varies from country to country.

LEVEL 4, QUARTER 1

CONNECTIONS Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore international issues from multiple perspectives. Examine selected historical events. Apply rudiments of literary analysis to reading selections.

I can…. --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries. --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --read target-language passages of increased length (four pages or more), summarize their main ideas or plot, and identify and examine the literary devices (theme, setting, characterization, symbolism, etc.) that can help me interpret the passages properly.

LEVEL 4, QUARTER 1

COMPARISONS Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures. Explain similarities and differences in how the home and target cultures view and respond to international and economic issues. Compare artistic approaches and values in the home and target cultures. Explain similarities and differences between the target and primary languages.

I can… --compare and contrast everyday practices in my culture with those in the target culture. --compare and contrast how the home and target cultures view and respond to international and economic issues. --compare and contrast artistic approaches and values in the home and target cultures. --compare and contrast the vocabulary and grammar of English with those of the target language, with the ultimate goal of understanding and using both languages more effectively.

LEVEL 4, QUARTER 1

COMMUNITIES

Recognize the influences of the target culture on the home culture. Use the target language in and beyond the school setting. Consider our nation's place in the international community. Use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. Recognize musical genres, artists, movies, foods and so forth that are popular in the United States. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community.


LEVEL 4, QUARTER 1

LEVEL 4, QUARTER 2 COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and perform skits and presentations. Read poetry, as well as passages, stories and articles of increasing length and complexity. Comprehend spoken passages and dialogues of increasing length and complexity. Take notes from a brief lecture. Discuss hypothetical situations.



--pronounce the vocabulary words and use them in new contexts. --use relative words like which and that to combine parts of sentences and write longer, more complex sentences (Spanish). --use expressions with devoir (must/should) to express obligations and the like (French). --read and use the literary past tense (passé simple) (French). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for three minutes or more. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (two to four minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 200 or more words. --edit an essay that has been coded for corrections.

LEVEL 4, QUARTER 2

CULTURES



LEVEL 4, QUARTER 2

CONNECTIONS

Explore the presence and influence of culture in everyday life. Explore musical and artistic selections. Explore international issues from multiple perspectives. Examine selected historical events. Apply rudiments of literary analysis to reading selections.

I can… --describe some ways that the target culture influences my life. --identify musical and visual artists from the target culture and discuss their works. --talk about ecological problems in various target language countries. --discuss contributions of native civilizations (Hispanic and French-speaking countries). --discuss historical and current events in the target culture and relate them to my world. --read target-language passages of increased length (four pages or more), summarize their main ideas or plot, and identify and examine the literary devices (theme, setting, characterization, symbolism, etc.) that can help me interpret the passages properly.

LEVEL 4, QUARTER 2

COMPARISONS

Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures. Explain similarities and differences in how the home and target cultures view and respond to international and economic issues. Compare artistic approaches and values in the home and target cultures. Explain similarities and differences between the target and primary languages.


LEVEL 4, QUARTER 2

COMMUNITIES



LEVEL 4, QUARTER 2

LEVEL 4, QUARTER 3

COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and perform skits and presentations. Read poetry, as well as passages, stories and articles of increasing length and complexity. Comprehend spoken passages and dialogues of increasing length and complexity. Take notes from a brief lecture. Discuss hypothetical situations.



--pronounce the vocabulary words and use them in new contexts. --use imperfect subjunctive to express doubts, desires, feelings and opinions in the past tense. --use present perfect and past perfect subjunctive to express doubts, desires, feelings and opinions in other past-tense time frames (Spanish). --follow the sequence of tenses when using several verbs (indicative or subjunctive) in a sentence. --distinguish between the use of the infinitive (to + verb) and the gerund (-ing) (Spanish). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for three minutes or more. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (two to four minutes). --plan and perform a skit or presentation.

LEVEL 4, QUARTER 3

--write a single-paragraph essay of 200 or more words. --edit an essay that has been coded for corrections.

LEVEL 4, QUARTER 3

CULTURES



LEVEL 4, QUARTER 3



LEVEL 4, QUARTER 3

COMMUNITIES Recognize the influences of the target culture on the home culture. Use the target language in and beyond the school setting. Consider our nation's place in the international community. Use authentic community resources such as festivals, movies, restaurants, interviews with native speakers, and so forth to further the study of selected topics. Recognize musical genres, artists, movies, foods and so forth that are popular in the United States. Continue to explore careers in which proficiency in a second language is beneficial. Utilize a variety of technical resources to investigate and communicate with the global community.


LEVEL 4, QUARTER 3

LEVEL 4, QUARTER 4

COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and perform skits and presentations. Read poetry, as well as passages, stories and articles of increasing length and complexity. Comprehend spoken passages and dialogues of increasing length and complexity. Take notes from a brief lecture. Discuss hypothetical situations.



--pronounce the vocabulary words and use them in new contexts. --use future perfect to talk about what will have happened (Spanish). --use conditional perfect to talk about what would have happened (Spanish). --use si clauses to speculate about what if (introduced in Spanish, revisited and refined in French). --use the passive voice to say what is, was, will be or would be done (and sometimes by whom). --express my thoughts, opinions, desires and feelings on topics we have studied. --speak with a partner or on a recording for three minutes or more. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (two to four minutes). --plan and perform a skit or presentation. --write a single-paragraph essay of 200 or more words. --edit an essay that has been coded for corrections.

LEVEL 4, QUARTER 4

CULTURES



LEVEL 4, QUARTER 4

CONNECTIONS



LEVEL 4, QUARTER 4

COMPARISONS



LEVEL 4, QUARTER 4



LEVEL 4, QUARTER 4

FRENCH AND SPANISH QUARTERLY BENCHMARKS (I CAN STATEMENTS) LEVEL AP 5, QUARTER 1 COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Use higher level thinking skills to analyze two or more written and/or oral sources in a well organized composition. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and give formal oral presentations. Read poetry, as well as passages, stories and articles in their original form without the benefit of student notes or simplification. Comprehend spoken passages and dialogues of increasing length and complexity. Take notes from lectures given in the target language. Watch movies in the target language from the target culture and analyze the cultural, economic and social issues presented in the movies. Prepare for the AP Exam.



--pronounce the vocabulary words and use them in new contexts. --express my thoughts, opinions, desires and feelings on topics we have studied.

LEVEL AP 5, QUARTER 1

--compare, contrast, draw conclusions and make predictions about two or more written and/or oral sources in a well-organized multi-paragraph essay of 300 or more words. --speak with a partner or on a recording for three minutes or more. --give a two-minute formal oral presentation. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (five to ten minutes). --watch a movie from the target culture make comparisons, identify differences, and draw conclusions between my culture and the target culture. --proofread and correct my own compositions.


CULTURES


I can… --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --discuss differences and similarities among the different countries of the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world.


CONNECTIONS




COMPARISONS Explain similarities and differences in everyday practices in the home and target cultures. Explain similarities and differences of holidays and celebrations in the home and target cultures. Explain similarities and differences of holidays and celebrations among the various countries of the target cultures. Explain similarities and differences in how the home and target cultures view and respond to international and economic issues. Compare artistic approaches and values in the home and target cultures. Explain similarities and differences between the target and primary languages.

I can… --compare and contrast everyday practices in my culture with those in the target culture. --compare and contrast how the home and target cultures view and respond to international and economic issues. --compare and contrast how the various countries of the target cultures view and respond to international and economic issues. --compare and contrast artistic approaches and values in the home and target cultures. --compare and contrast the vocabulary and grammar of English with those of the target language, with the ultimate goal of understanding and using both languages more effectively.


COMMUNITIES




LEVEL AP 5, QUARTER 2 COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Use higher level thinking skills to analyze two or more written and/or oral sources in a well-organized composition. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and give formal oral presentations. Read poetry, as well as passages, stories and articles in their original form without the benefit of student notes or simplification. Comprehend spoken passages and dialogues of increasing length and complexity. Watch movies in the target language from the target culture and analyze the cultural, economic and social issues presented in the movies. Take notes from lectures given in the target language. Prepare for the AP Exam.



--pronounce the vocabulary words and use them in new contexts. --express my thoughts, opinions, desires and feelings on topics we have studied. --compare, contrast, draw conclusions and make predictions about two or more written and/or oral sources in a well-organized multi-paragraph essay of 300 or more words. --speak with a partner or on a recording for three minutes or more.


--give a two minute formal oral presentation. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (five to ten minutes). --watch a movie from the target culture make comparisons, identify differences, and draw conclusions between my culture and the target culture. --proofread and correct my own compositions.


CULTURES


I can… --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --discuss differences and similarities among the different countries of the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world. --name several ways in which the target language varies from country to country.


COMMUNITIES





COMMUNICATION Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Use higher level thinking skills to analyze two or more written and/or oral sources in a well organized composition. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and give formal oral presentations. Read poetry, as well as passages, stories and articles in their original form without the benefit of student notes or simplification. Comprehend spoken passages and dialogues of increasing length and complexity. Watch movies in the target language from the target culture and analyze the cultural, economic and social issues presented in the movies. Take notes from lectures given in the target language. Prepare for the AP Exam.



--pronounce the vocabulary words and use them in new contexts. --express my thoughts, opinions, desires and feelings on topics we have studied. --compare, contrast, draw conclusions and make predictions about two or more written and/or oral sources in a well-organized multi-paragraph essay of 300 or more words. --speak with a partner or on a recording for three minutes or more.


--give a two minute formal oral presentation. --read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (five to ten minutes). --watch a movie from the target culture make comparisons, identify differences, and draw conclusions between my culture and the target culture. --proofread and correct my own compositions.


CULTURES Expand knowledge of everyday practices in the target culture. Expand knowledge of holidays and celebrations. Explore selected cities and countries. Explore and recognize the contributions of noted figures of the target language culture. Further explore contributions of indigenous civilizations (Spanish). Investigate the history of France from the prehistoric era to the Revolution (French). Recognize regionalisms and gestures in the target language. Continue to develop sensitivity to cultural differences.

I can… --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --discuss differences and similarities among the various countries of the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world.


CONNECTIONS





COMMUNICATION

Use previously acquired communication skills. Describe people, things and situations in detailed and original ways. Express personal points of view. Use higher level thinking skills to analyze two or more written and/or oral sources in a well- organized composition. Narrate events in multiple time frames. Carry on conversations of increasing length and complexity. Plan and give formal oral presentations. Read poetry, as well as passages, stories and articles in their original form without the benefit of student notes or simplification. Comprehend spoken passages and dialogues of increasing length and complexity. Watch movies in the target language from the target culture and analyze the cultural, economic and social issues presented in the movies. Take notes from lectures given in the target language. Prepare for the AP Exam.



--pronounce the vocabulary words and use them in new contexts. --express my thoughts, opinions, desires and feelings on topics we have studied. --compare, contrast, draw conclusions and make predictions about two or more written and/or oral sources in a well-organized multi-paragraph essay of 300 or more words. --speak with a partner or on a recording for three minutes or more. --give a two minute formal oral presentation.


--read with understanding target-language passages of increased length (four pages or more). --understand spoken passages of increased length (five to ten minutes). --watch a movie from the target culture make comparisons, identify differences, and draw conclusions between my culture and the target culture. --proofread and correct my own compositions.


CULTURES


I can… --discuss historical eras and events we have studied and explain their importance. --identify noted figures of the target language culture and discuss their works or contributions. --discuss differences and similarities between my culture and the target culture. --discuss differences and similarities among the various countries of the target culture. --identify selected monuments, works of art, and architecture of the countries of the target language world.


CONNECTIONS




COMPARISONS




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