spanish and german revised: february 2014 · outcome 4: students will apply subject-verb agreement...

Foreign Language Curriculum Spanish and German

Revised: February 2014

Yorkville CUSD 115 Foreign Language Curriculum

Table of Contents

Acknowledgments ....................................................................................................................................................... 1

Foreign Language SAC Members .............................................................................................................................. 1

Yorkville CUSD 115 Mission Statement ..................................................................................................................... 1

Foreign Language Subject Mission Statement ........................................................................................................... 1

Proficiency Levels ....................................................................................................................................................... 1

Explanation of Coding and Numbering ....................................................................................................................... 1

Standards for Foreign Language Learning ................................................................................................................. 2

Foreign Language Curriculum-at-a-Glance ................................................................................................................ 3

8th Grade Spanish Curriculum ................................................................................................................................... 7

Spanish 1 Curriculum................................................................................................................................................ 10




German 1 Curriculum................................................................................................................................................ 20




Appendix ................................................................................................................................................................... 33

Yorkville CUSD 115 Mission Statement Cultivating Learners Who Enrich Society

Foreign Language Subject Mission Statement

The Yorkville Foreign Language program cultivates global citizens and communicators who pursue lifelong language learning through authentic application, exploration, collaboration, and reflection.

Proficiency Levels

Proficiency levels listed for each course are defined according to the guidelines set forth by the

American Council on the Teaching of Foreign Languages – ACTFL. These definitions can be

found in the Appendix.

Acknowledgments

From the summer of 2013 to winter of 2014, the Foreign Language Subject Area Committee created and aligned the Yorkville CUSD 115 Foreign Language curriculum grades 8-12. Thanks for the time and sacrifice to the members for the multitude of work each contributed to the creation of this curriculum. This team of professionals demonstrated a passion for their work and a true commitment to the students we serve.

Foreign Language SAC Members

Renee Sartore-SAC Chair Jessica Baier Aideen Carrick Rebecca Damery Michelle Damewood

Amy Hurt Lauren Livingston Kristen Pugh Thea Roessler Patricia Ruiz

Explanation of Coding and Numbering

The following example provides clarification on the coding and numbering used for each of the

grade level and course curricula in District 115. *Unless noted otherwise, it is implied that the

outcomes will be executed in the target language.

Key Terms

Outcome: A positive statement about what the students themselves will do, verbs that describe

specific, measurable action, and that has an end result.

Component: A statement that describes the knowing and understanding level thinking skills,

both simple and complex. These skills are a result of students engaging in activities that may

include questioning, research, experiments, collaboration, identification, analysis,

summarization, and application.

Explanation for “FL.S1.1” FL=Foreign Language (subject area) S1=Spanish 1 (grade level or course, G1=German 1) 3=Outcome Number

Explanation for “FL.S1.1.3” FL.=Foreign Language (subject area) S1.=Spanish 1 (grade level or course, G1=German 1) 1.=Outcome Number 3.=Component Number

Explanation for “1.2” or “28.b.2b” These indicate alignment to the standards: National Foreign Language Standards (numbered 1.1 – 5.2) Illinois Learning Standards for Foreign Language (numbered as Goals 28, 29 and 30)

Outcome 1: Students will apply social language and exchange personal information when introducing themselves and others.

FL.S1.1 Students will… FL.S1.1.1 identify and produce basic courtesy expressions. (28.b.2b) FL.S1.1.2 identify and produce numbers 0-1,000,000. (1.1, 1.2)

FL.S1.1.3 produce descriptions and comparisons of themselves and others. (1.1)

FL.S1.1.4 ask and answer questions about personal information. (1.1, 1.2)

FL.S1.1.5 compare and contrast social language and customs of a Spanish-speaking country to their own. (4.1, 4.2)

The curriculum is aligned with the National Standards, but the Illinois Learning Standards for

Foreign Language are also referenced where there is not a specific National standard.

Standards for Foreign Language Learning

1- Communication Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express

feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of

topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or

readers on a variety of topics.

2- Cultures Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices

and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products

and perspectives of the culture studied.

3- Connections Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the

foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are

only available through the foreign language and its cultures.

4- Comparisons Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own.

5- Communities Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for

personal enjoyment and enrichment.

Foreign Language Curriculum-at-a-Glance

8th Grade Spanish

Students will communicate in Spanish with novice proficiency through listening, speaking, reading and writing about personal and familiar topics while exploring Spanish-speaking countries and local communities.

Outcome 1: Students will produce oral and written language related to basic pleasantries. Outcome 2: Students will produce descriptions about themselves and others in context. Outcome 3: Students will use vocabulary related to personal preferences and pastimes to communicate

likes and dislikes. Outcome 4: Students will apply subject-verb agreement to present tense verbs. Outcome 5: Students will utilize dining vocabulary to communicate in a real-world scenario. Outcome 6: Students will utilize clothing vocabulary to describe clothing and accessories in a real-world

scenario. Outcome 7: Students will utilize vocabulary to communicate about dates and weather. Outcome 8: Students will integrate research and yearlong vocabulary and grammar to construct a

narrative piece.

Spanish 1

Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and academic topics while exploring Mexico, Central America and the Caribbean.

Outcome 1: Students will apply social language and exchange personal information when introducing

themselves and others. Outcome 2: Students will apply all indirect object pronouns to express likes and dislikes. Outcome 3: Students will produce descriptions of rooms, furniture, and activities around the home. Outcome 4: Students will produce and respond to informal, affirmative tú commands. Outcome 5: Students will utilize daily routine vocabulary when communicating. Outcome 6: Students will construct expressions to indicate obligations, future plans, and desires. Outcome 7: Students will utilize verbs appropriately to indicate emotional and physical feelings. Outcome 8: Students will apply the preterite tense to describe events that have occurred in the past.

Spanish 2

Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and community topics while exploring South America and Spain.

Outcome 1: Students will integrate the present progressive tense, reflexive verbs, present tense verbs,

and vocabulary when communicating. Outcome 2: Students will produce informal and formal commands with object pronouns related to

informal and formal settings. Outcome 3: Students will describe injuries during school or home activities and health conditions in order

to propose advice for treatment. Outcome 4: Students will utilize the preterite tense and family-related vocabulary to communicate about

daily routines. Outcome 5: Students will utilize the imperfect and preterite tenses to describe life events and past

experiences. Outcome 6: Students will utilize the present, past, and present perfect tenses to provide information

about a town or city and its inhabitants.

Spanish 3

Students will communicate in Spanish with intermediate to advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas.

Outcome 1: Students will apply usage of past tenses in order to describe past travel and vacation events. Outcome 2: Students will apply the target language to express opinions and make suggestions relating to

school topics and issues. Outcome 3: Students will analyze a fictional piece in order to examine the structure of the language. Outcome 4: Students will develop conversations to communicate about family roles and events. Outcome 5: Students will analyze and describe how food is presented and prepared. Outcome 6: Students will interpret and debate various topics within a text. Outcome 7: Students will formulate solutions to environmental issues and global concerns. Outcome 8: Students will analyze art in order to show connections between historical and cultural

themes. Outcome 9: Students will research and report on current world issues affecting a Spanish-speaking

culture and propose solutions.

Spanish 4

Students will communicate in Spanish with advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas.

Outcome 1: Students will analyze the effects of employment on family life in order to compare Spanish-

speaking cultures to their own. Outcome 2: Students will examine procedures involved in career readiness in order to prepare for

employment. Outcome 3: Students will defend and dispute problems and solutions to improve human rights issues. Outcome 4: Students will classify and evaluate cultural and holiday celebrations in order to compare the

differences among celebrations of Hispanic cultures and their own. Outcome 5: Students will analyze and interpret music of Spanish-speaking cultures in order to make

connections between music of these countries and their own. Outcome 6: Students will evaluate healthy ways of living in order to compare healthy living across

cultures. Outcome 7: Students will evaluate various fashion styles to compare them to their own. Outcome 8: Students will examine the benefits and drawbacks of technology on contemporary life.

German 1

Students will communicate in German with novice to intermediate proficiency through reading, writing, speaking, and listening on familiar topics and interpersonal situations while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will apply social language and exchange personal information. Outcome 2: Students will produce and respond to commands related to classroom objects and

procedures. Outcome 3: Students will use descriptive words to describe their families. Outcome 4: Students will utilize the proper syntax and vocabulary to describe pastimes. Outcome 5: Students will utilize vocabulary and proper syntax to communicate about dates and time. Outcome 6: Students will utilize vocabulary and proper syntax to describe school, subjects, and

schedules. Outcome 7: Students will distinguish among the climates, geographic features, nationalities and

languages of major countries and cities. Outcome 8: Students will utilize dining vocabulary to communicate in a real-world scenario. Outcome 9: Students will utilize clothing vocabulary to describe and purchase clothes and accessories. Outcome 10: Students will produce descriptions of rooms, furniture and activities around the home. Outcome 11: Students will integrate research and yearlong vocabulary and grammar to construct an

expository piece.

German 2

Students will communicate in German with intermediate proficiency through reading, writing, speaking, and listening on familiar topics and in community situations while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will construct descriptions of past events utilizing present perfect tense. Outcome 2: Students will formulate requests and directions. Outcome 3: Students will examine vacation destinations to express preferences. Outcome 4: Students will apply travel language to interpersonal interactions. Outcome 5: Students will evaluate injury and health scenarios in order to recommend treatment. Outcome 6: Students will apply vocabulary to discuss personal routine and analyze lifestyle choices. Outcome 7: Students will interpret and apply elements of narratives to writing. Outcome 8: Students will produce expository writing.

German 3

Students will communicate in German with intermediate to advanced proficiency through reading, writing, speaking, and listening on social and global topics while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will apply the target language to communicate about contemporary life. Outcome 2: Students will apply the target language to communicate about science and technology. Outcome 3: Students will apply the target language to communicate about global challenges. Outcome 4: Students will apply the target language to communicate about personal and public identity. Outcome 5: Students will apply the target language to communicate about aesthetics and beauty. Outcome 6: Students will apply the target language to communicate about family and community

German 4

Students will communicate in German with advanced proficiency through reading, writing, speaking, and listening on social, international and contemporary topics while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will evaluate topics of contemporary life in order to show connections between the

US and German-speaking countries. Outcome 2: Students will evaluate topics of science and technology in order to show connections

between the US and German-speaking countries. Outcome 3: Students will evaluate topics of global challenges in order to show connections between the

US and German-speaking countries. Outcome 4: Students will evaluate topics of personal and public identity in order to show connections

between the US and German-speaking countries. Outcome 5: Students will evaluate topics of aesthetics and beauty in order to show connections between

the US and German-speaking countries. Outcome 6: Students will evaluate apply topics of family and community in order to show connections

between the US and German-speaking countries.

8th Grade Spanish Curriculum

Focus: Students will communicate in Spanish with novice proficiency through listening, speaking, reading and writing about personal and familiar topics while exploring Spanish- speaking countries and local communities.

Outcome 1: Students will produce oral and written language related to basic pleasantries. FL.8S.1 Students will…

FL.8S.1.1 identify appropriate greetings, salutations, and pleasantries. (1.1, 1.2)

FL.8S.1.2 identify and apply numbers 0-101. (1.1, 1.2)

FL.8S.1.3 pronounce greetings, salutations, and pleasantries accurately. (4.1, 1.1, 1.2)

FL.8S.1.4 distinguish between formal and informal language. (1.1, 1.2)

FL.8S.1.5 produce responses in speaking and writing to introductory questions pertaining to age, feelings, origin and name. (1.1, 1.2)

FL.8S.1.6 read and produce responses to short passages or dialogues that use basic greetings, questions and answers. (1.1, 1.2)

Outcome 2: Students will produce descriptions about themselves and others in context. FL.8S.2 Students will…

FL.8S.2.1 identify characteristics of themselves and others. (1.1, 1.2) FL.8S.2.2 identify and name family members. (1.1, 1.2)

FL.8S.2.3 produce descriptions of family and friends utilizing adjectives and verbs with proper syntax. (4.1)

FL.8S.2.4 construct an appropriate response to questions and short passages. (1.1, 1.2)

FL.8S.2.5 produce oral descriptions using proper pronunciation and syntax. (1.3, 5.1)

FL.8S.2.6 apply plurals to nouns and adjectives as applicable. (4.1)

Outcome 3: Students will use vocabulary related to personal preferences and pastimes to communicate likes and dislikes.

FL.8S.3 Students will…

FL.8S.3.1 identify pastimes and personal preferences. (1.1, 1.2)

FL.8S.3.2 speak or write about likes and dislikes using proper syntax in first and second person singular. (1.1, 1.2)

FL.8S.3.3 respond to and pose questions about likes and dislikes. (1.1, 1.2)

FL.8S.3.4 apply infinitive verbs and nouns to express likes and dislikes. (4.1)

FL.8S.3.5 distinguish between singular and plural nouns and their effect on syntax and agreement. (4.1)

Outcome 4: Students will apply subject-verb agreement to present tense verbs.

FL.8S.4 Students will… FL.8S.4.1 identify subject pronouns and their meanings. (1.1, 1.2)

FL.8S.4.2 distinguish among the present tense forms of –ar, –er and –ir verbs. (4.1)

FL.8S.4.3 construct appropriate responses using accurate verb conjugations. (1.1, 1.2)

Outcome 5: Students will utilize dining vocabulary to communicate in a real-world scenario. FL.8S.5 Students will…

FL.8S.5.1 identify and categorize foods. (1.1, 1.2)

FL.8S.5.2 respond to and pose questions related to dining using present tense verbs. (1.1, 1.2)

FL.8S.5.3 role-play a dining experience. (1.1, 1.2)

FL.8S.5.4 compare and contrast food-related customs in Spanish-speaking countries and the United States. (2.1, 2.2, 4.2, 5.2)

Outcome 6: Students will utilize clothing vocabulary to describe clothing and accessories in a real-world scenario.

FL.8S.6 Students will… FL.8S.6.1 identify and categorize clothing and accessories. (1.1, 1.2) FL.8S.6.2 describe clothing items. (1.1, 1.2)

FL.8S.6.3 respond to and pose questions related to clothing using present tense verbs. (1.1, 1.2)

FL.8S.6.4 apply appropriate definite and indefinite articles when discussing clothing items. (4.1)

FL.8S.6.5 compare and contrast clothing-related customs in Spanish- speaking countries and the United States. (2.1, 2.2, 4.2, 5.2)

Outcome 7: Students will utilize vocabulary to communicate about dates and weather.

FL.8S.7 Students will… FL.8S.7.1 identify days of the week, months, and seasons. (1.1, 1.2) FL.8S.7.2 identify and categorize weather conditions. (1.1, 1.2)

FL.8S.7.3 apply number and month vocabulary to discuss dates including birthdays. (1.1, 1.2)

FL.8S.7.4 describe appropriate clothing based on weather and season using proper syntax. (1.1, 1.2, 4.1)

FL.8S.7.5 compare and contrast a holiday or culturally significant date in a Spanish-speaking country to one in the United States. (3.2, 4.2)

Outcome 8: Students will integrate research and yearlong vocabulary and grammar to construct a narrative piece.

FL.8S.8 Students will…

FL.8S.8.1 compile cultural information through research in Spanish and English on a particular Spanish-speaking country. (2.1, 3.2)

FL.8S.8.2 report on attractions, food, clothing, and weather of a particular Spanish–speaking country. (1.1, 1.2, 1.3)

FL.8S.8.3 synthesize yearlong content to compose and present a narrative piece of 5-10 sentences on the selected country using correct syntax. (1.2, 3.1)

FL.8S.8.4 revise and edit personal writing. (3.1)

Spanish 1 Curriculum

Focus: Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and academic topics while exploring Mexico, Central America and the Caribbean.

Outcome 1: Students will apply social language and exchange personal information when introducing themselves and others.

FL.S1.1 Students will… FL.S1.1.1 identify and produce basic courtesy expressions. (28.b.2b) FL.S1.1.2 identify and produce numbers 0-1,000,000. (1.1, 1.2)

FL.S1.1.3 produce descriptions and comparisons of themselves and others. (1.1)

FL.S1.1.4 ask and answer questions about personal information. (1.1, 1.2)

FL.S1.1.5 compare and contrast social language and customs of a Spanish- speaking country to their own. (4.1, 4.2)

Outcome 2: Students will apply all indirect object pronouns to express likes and dislikes.

FL.S1.2 Students will… FL.S1.2.1 identify and produce indirect object pronouns. (1.1, 1.2)

FL.S1.2.2 state likes and dislikes about school life using gustar and similar verbs. (1.1, 1.2)

FL.S1.2.3 state likes and dislikes about pastimes using gustar and similar verbs. (1.1, 1.2)

FLS1.2.4 distinguish between items and activities that are liked and disliked. (1.1, 1.2)

FL.S1.2.5 compare and contrast common pastimes of a Spanish-speaking country to their own. (4.1, 4.2)

Outcome 3: Students will produce descriptions of rooms, furniture, and activities around the home.

FL.S1.3 Students will…

FL.S1.3.1 identify and produce parts of the home, household items and furniture. (1.1)

FL.S1.3.2 state the locations of parts of the home, household items, and furniture using estar with prepositional phrases. (1.1)

FL.S1.3.3 differentiate between the use of ser and estar. (1.1, 1.2)

FL.S1.3.4 utilize present tense verbs to differentiate which activities are done in which areas of the home. (1.1, 1.2)

FL.S1.3.5 construct questions and responses using the present progressive tense. (1.1, 1.2)

FL.S1.3.6 compare and contrast homes and home life customs of a Spanish-speaking country and their own. (4.1, 4.2)

Outcome 4: Students will produce and respond to informal, affirmative tú commands.

FL.S1.4 Students will… FL.S1.4.1 identify and produce household chores. (1.1, 1.2)

FL.S1.4.2 identify and produce food items and mealtime preparation tasks. (2.2, 4.2)

FL.S1.4.3 identify and produce direct object pronouns. (1.1, 1.2)

FL.S1.4.4 Produce affirmative tú commands and use them in conjunction with direct object pronouns. (1.1,1.2)

FL.S1.4.5 compare and contrast mealtime customs of a Spanish-speaking country to their own. (4.1, 4.2)

Outcome 5: Students will utilize daily routine vocabulary when communicating.


FL.S1.5.1 identify and produce vocabulary related to personal care items used in daily routines. (1.1, 1.2)

FL.S1.5.2 identify and produce vocabulary related to activities of daily routines. (1.1, 1.2)

FL.S1.5.3 apply proper vocabulary and syntax in order to tell time. (1.1, 1.2)

FL.S1.5.4 utilize reflexive pronouns and proper syntax in order to explain daily routines in the present tense-add. (1.1, 1.2, 1.3)

Outcome 6: Students will construct expressions to indicate obligations, future plans, and desires.


FL.S1.6.1 identify and produce vocabulary related to obligations, future plans and desires. (1.1)

FL.S1.6.2 utilize tener idioms and phrases to indicate obligations and feelings. (1.1, 1.2)

FL.S1.6.3 utilize ir and ir + a to indicate future plans. (1.1, 1.2)

Outcome 7: Students will utilize verbs appropriately to indicate emotional and physical feelings.

FL.S1.7 Students will… FL.S1.7.1 identify and produce body parts vocabulary. (1.1) FL.S1.7.2 identify feelings vocabulary. (1.1) FL.S1.7.3 use the verb estar and sentirse to express feelings. (1.1, 1.2) FL.S1.7.4 use the verb doler to indicate which body parts hurt. (1.1, 1.2)

Outcome 8: Students will apply the preterite tense to describe events that have occurred in the past.


FL.S1.8.1 identify and produce preterite verb conjugations for regular -ar -er –ir verbs. (1.1, 1.2)

FL.S1.8.2 identify and produce irregular preterite verbs and their conjugations. (1.1, 1.2)

FL.S1.8.3 distinguish between present, preterite, and simple future tense (ir+a+infinitive). (1.1, 1.2)

FL.S1.8.4 compare and contrast past, present, and future experiences. (1.1)

FL.S1.8.5 compare and contrast a holiday tradition from a Spanish-speaking culture to their own. (4.1, 4.2)


Focus: Students will communicate in Spanish with intermediate proficiency through listening, speaking, reading and writing about personal and community topics while exploring South America and Spain.

Outcome 1: Students will integrate the present progressive tense, reflexive verbs, present tense verbs, and vocabulary when communicating.


FL.S2.1.1 differentiate among the present progressive verb tense, the present verb tense and reflexive verb forms. (1.1)

FL.S2.1.2 produce grammatically sound sentences using a variety of verb tenses and vocabulary. (1.1, 28.D.2a)

FL.S2.1.3 apply correct grammar, vocabulary and a variety of verb tenses with visual aids/cues in oral form. (1.2)

FL.S2.1.4 create a visual display with accompanying oral production integrating a variety of verb tenses and vocabulary. (1.3, 28.D.2c)

Outcome 2: Students will produce informal and formal commands with object pronouns related to informal and formal settings.

FL.S2.2 Students will… FL.S2.2.1 identify and produce negative informal commands. (1.2)

FL.S2.2.2 identify the difference between informal and formal commands. (1.2)

FL.S2.2.3 identify the difference between direct object pronouns and indirect object pronouns. (1.2)

FL.S2.2.4 demonstrate proper placement of indirect object pronouns and direct pronouns to informal and formal commands. (1.2)

FL.S2.2.5 produce an appropriate response to informal and formal commands with double object pronouns.(1.1, 1.2, 28.A.2b, 28.C.2a)

FL.S2.2.6 apply informal and formal commands with correct direct object pronoun placement. (1.1, 1.2, 29.D.1)

FL.S2.2.7 compare and contrast celebrations of Spanish-speaking countries to their own. (4.1, 4.2)

Outcome 3: Students will describe injuries during school or home activities and health conditions in order to propose advice for treatment.


FL.S2.3.1 identify and produce expressions using forms of dar and poner. (1.1, 30.A.2d)

FL.S2.3.2 identify and produce the appropriate past participle to explain an injury. (1.1)

FL.S2.3.3 construct expressions of advice for treatment of injuries. (1.1, 1.2)

FL.S2.3.4 compare and contrast health treatment of Spanish-speaking countries and their own. (4.1, 4.2)

Outcome 4: Students will utilize the preterite tense and family-related vocabulary to communicate about daily routines.

FL.S2.4 Students will… FL.S2.4.1 identify usage rules for the preterite verb tense. (1.2)

FL.S2.4.2 apply regular and irregular conjugations when using the preterite tense. (1.1, 1.2)

FL.S2.4.3 identify and produce expressions using transition words and time order vocabulary. (1.3)

FL.S2.4.4 describe the daily routines of family members using the preterite tense.(1.3)

FL.S2.4.5 compare and contrast daily routines of Spanish-speaking countries to their own. (4.1, 4.2)

Outcome 5: Students will utilize the imperfect and preterite tenses to describe life events and past experiences.

FL.S2.5 Students will… FL.S2.5.1 identify usage rules for the imperfect verb tense. (1.2)

FL.S2.5.2 apply regular and irregular conjugations when using the imperfect tense. (1.1)

FL.S2.5.3 differentiate among the usage rules for the preterite and imperfect tenses. (1.2)

FL.S2.5.4 justify appropriate usage of the preterite and imperfect tenses within authentic texts and oral communication. (1.2)

FL.S2.5.5 construct a narrative piece about past life events using the preterite and imperfect tenses. (1.3)

Outcome 6: Students will utilize the present, past, and present perfect tenses to provide information about a town or city and its inhabitants.


FL.S2.6.1 locate and explain what activities are available at the places in a town or city. (Stacey). (1.2)

FL.S2.6.2 give and ask for directions to a destination using por and para with prepositions. (1.2)

FL.S2.6.3 identify and use the present perfect tense to discuss places visited. (1.2, 1.1)

FL.S2.6.4 identify professions and describe their corresponding responsibilities. (1.2)

FL.S2.6.5 compare and contrast communities and professions of Spanish- speaking countries to their own. (4.1, 4.2)


Focus: Students will communicate in Spanish with intermediate to advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas.

Outcome 1: Students will apply usage of past tenses in order to describe past travel and vacation events.


FL.S3.1.1 identify and apply vacation and travel terms in oral and written communication. (1.1)

FL.S3.1.2 integrate uses of preterite and imperfect tenses within narrative pieces. (1.2)

FL.S3.1.3 compare and contrast vacations of Spanish-speaking cultures to their own. (3.1, 4.2)

Outcome 2: Students will apply the target language to express opinions and make suggestions relating to school topics and issues.

FL.S3.2 Students will… FL.S3.2.1 identify and apply expressions of opinion and advice. (1.1)

FL.S3.2.2 differentiate between the use of the subjunctive and indicative moods. (1.1, 1.2)

FL.S3.2.3 formulate the present subjunctive mood in order to express wishes and desires. (1.2)

FL.S3.2.4 utilize the future and conditional tenses in order to describe future plans about school. (1.1, 1.2)

FL.S3.2.5 evaluate school systems to compare and contrast their own to those of Spanish-speaking communities. (4.2)

Outcome 3: Students will analyze a fictional piece in order to examine the structure of the language.


FL.S3.3.1 recall specific information from fictional text to demonstrate comprehension. (1.2)

FL.S3.3.2 give main idea and paraphrase significant events in order to summarize a fictional text. (1.3)

FL.S3.3.3 evaluate characters and their actions in order to distinguish character traits. (1.1)

FL.S3.3.4 identify and apply the imperfect progressive tense to describe actions. (1.2)

Outcome 4: Students will develop conversations to communicate about family roles and events.

FL.S3.4 Students will… FL.S3.4.1 tell about and formulate a reaction to family events. (1.1, 1.3) FL.S3.4.2 formulate questions in order to acquire additional information.

(1.3)

FL.S3.4.3 identify and apply the present perfect subjunctive tense to express judgment. (1.2)

FL.S3.4.4 identify and apply the first person imperative mood to express suggestions or desires. (1.2)

FL.S3.4.5 construct excuses in response to suggestions. (1.3)

FL.S3.4.6 compare and contrast the roles of family members in Spanish- speaking communities to their own. (4.2)

Outcome 5: Students will analyze and describe how food is presented and prepared.


FL.S3.5.1 identify and apply the use of a reflexive verb with an indirect object to indicate an accidental action. (1.2)

FL.S3.5.2 describe accidental actions during food preparation. (1.2)

FL.S3.5.3 identify and apply the impersonal se to in order to describe how cultures enjoy their food. (1.2)

FL.S3.5.4 identify and apply the passive se in order to tell how food is prepared. (1.2)

FL.S3.5.5 identify origins of ethnic foods. (4.1)

FL.S3.5.6 compare and contrast tastes and preparation methods of Hispanic meals to their own meals. (4.1)

Outcome 6: Students will interpret and debate various topics within a text.


FL.S3.6.1 identify and apply the past perfect tense in order to describe events. (1.2)

FL.S3.6.2 identify and apply the future perfect tense in order to predict sequences of events. (1.2)

FL.S3.6.3 construct predictions based on textual evidence. (1.3) FL.S3.6.4 defend points of view by supporting ideas with evidence. (1.1)

Outcome 7: Students will formulate solutions to environmental issues and global concerns.

FL.S3.7 Students will… FL.S3.7.1 identify environmental issues. (1.1, 1.2) FL.S3.7.2 explain the effect of global issues on the environment. (1.3)

FL.S3.7.3 identify and apply the imperfect subjunctive and past perfect subjunctive tenses to communicate what could have been done to prevent the environmental issues. (1.2)

FL.S3.7.4 identify and formulate ‘if’ clauses in order to make predictions and give warnings. (1.2)

FL.S3.7.5 integrate science and social studies content to communicate about environmental concerns and solutions. (3.1)

Outcome 8: Students will analyze art in order to show connections between historical and cultural themes.


FL.S3.8.1 label and identify specific art periods and themes. (1.1, 1.2)

FL.S3.8.2 distinguish changes in meaning based on adjective placement. (1.2)

FL.S3.8.3 interpret a piece by identifying the period and theme, and describing its reflection of society. (1.3, 2.1)

Outcome 9: Students will research and report on current world issues affecting a Spanish-speaking culture and propose solutions.

FL.S3.9 Students will… FL.S3.9.1 develop a written report on a current world issue. (1.1, 1.2, 1.3)

FL.S3.9.2 produce a presentation integrating media from research on a current world issue. (1.1, 1.2, 1.3)

FL.S3.9.3 debate the effectiveness of possible solutions to their findings on a current world issue. (1.1, 1.3, 3.1, 4.2, 5.2)


Focus: Students will communicate in Spanish with advanced proficiency through listening, speaking, reading and writing about social and global topics while exploring the historical significance of Spain and the Americas.

Outcome 1: Students will analyze the effects of employment on family life in order to compare Spanish-speaking cultures to their own.


FL.S4.1.1 evaluate statistics on employment versus time off to compare with those of in Spanish-speaking cultures. (2.1)

FL.S4.1.2 identify the impact of time off on daily life. (4.2)

FL.S4.1.3 create an advertisement regarding employment recruitment pertaining to a Spanish-speaking culture. (4.2)

FL.S4.1.4 defend a Spanish-speaking culture’s philosophy on employment. (3.2)

Outcome 2: Students will examine procedures involved in career readiness in order to prepare for employment. FL.S4.2 Students will…

FL.S4.2.1 complete employment applications. (5.1)

FL.S4.2.2 identify and apply prefixes and suffixes to distinguish meaning of words. (1.2)

FL.S4.2.3 role-play an interview situation. (1.1, 1.3)

FL.S4.2.4 compose professional correspondence relating to job searches (ex. letters of intro, curriculum vitae, thank you letters and emails). (1.3)

FL.S4.2.5 develop reflective essay responses regarding professional opportunities. (1.3)

FL.S4.2.6 compare and contrast career preparation between Spanish- speaking cultures and their own. (2.1)

Outcome 3: Students will defend and dispute problems and solutions to improve human rights issues. FL.S4.3 Students will…

FL.S4.3.1 investigate human treatment within several different societies. (2.2)

FL.S4.3.2 create a presentation about cultural practices. (1.3)

FL.S4.3.3 research and report on the effects of human rights issues on society. (1.3)

Outcome 4: Students will classify and evaluate cultural and holiday celebrations in order to compare the differences among celebrations of Hispanic cultures and their own. FL.S4.4 Students will…

FL.S4.4.1 compile research regarding holidays and festivities. (3.2)

FL.S4.4.2 describe common holiday celebration customs. (2.1)

FL.S4.4.3 design a celebration according to the customs of a Spanish- speaking culture. (4.2)

FL.S4.4.4 identify and discern differences of regional dialects. (1.2)

FL.S4.4.5 role-play the planned celebration incorporating the appropriate dialect and customs of the culture portrayed. (4.2)

Outcome 5: Students will analyze and interpret music of Spanish-speaking cultures in order to make connections between music of these countries and their own.

FL.S4.5 Students will… FL.S4.5.1 identify and label different genres of music. (1.1) FL.S4.5.2 use music as means to express thoughts and feelings. (1.3)

FL.S4.5.3 recommend artists and songs based on personal interest and genre knowledge. (1.3)

FL.S4.5.4 compare and contrast music genres between Spanish-speaking cultures and their own. (4.1, 4.2)

Outcome 6: Students will evaluate healthy ways of living in order to compare healthy living across cultures.


FL.S4.6.1 identify and describe illnesses and obstacles to healthy living. (1.1)

FL.S4.6.2 predict outcomes of lifestyle choices. (2.1)

FL.S4.6.3 evaluate data of common health statistics in order to compare with those of other cultures. (4.2)

FL.S4.6.4 construct a concrete plan for healthier living. (1.3) FL.S4.6.5 create and present an advertisement of a health product. (1.3)

Outcome 7: Students will evaluate various fashion styles to compare them to their own.

FL.S4.7 Students will… FL.S4.7.1 identify and label several fashion ensembles. (1.1) FL.S4.7.2 describe appearances and recommend alternatives. (1.3) FL.S4.7.3 compare current fashion trends across various cultures. (4.2)

FL.S4.7.4 apply rules of syllabication to improve presentational speaking. (1.2)

FL.S4.7.5 produce a show featuring fashion lines. (1.3)

Outcome 8: Students will examine the benefits and drawbacks of technology on contemporary life.

FL.S4.8 Students will… FL.S4.8.1 identify and label technological terms. (1.1) FL.S4.8.2 identify false cognates in order to clarify terms. (1.1) FL.S4.8.3 research the availability of technology in other countries. (1.3)

FL.S4.8.4 evaluate technology to determine ways it could be useful or harmful (4.1)

FL.S4.8.5 construct a persuasive essay conveying views on the advantages and disadvantages of technology. (1.3)

German 1 Curriculum

Focus: Students will communicate in German with novice to intermediate proficiency through reading, writing, speaking, and listening on familiar topics and interpersonal situations while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will apply social language to exchange personal information.

FL.G1.1 Students will…

FL.G1.1.1 identify and produce basic courtesy expressions. (1.2, 28.b.2b)

FL.G1.1.2 identify and produce numbers 1-100 (1.2)

FL.G1.1.3 ask and respond to questions pertaining to name, age, residence, and origin (1.3)

FL.G1.1.4 ask and answer questions about personal information. (1.1, 1.2)

FL.G1.1.5 produce descriptions and comparisons of themselves and others. (1.1, 1.3)

FL.G1.1.6 demonstrate proper pronunciation. (4.1)

FL.G1.1.7 compare and contrast social language and customs of a German- speaking country to their own. (4.1, 4.2)

Outcome 2: Students will produce and respond to commands related to classroom objects and procedures. FL.G1.2 Students will…

FL.G1.2.1 identify and produce classroom object vocabulary. (1.2) FL.G1.2.2 identify appropriate plural forms of nouns. (1.2) FL.G1.2.3 produce and respond to classroom commands. (1.2)

Outcome 3: Students will use descriptive words to describe their families.

FL.G1.3 Students will… FL.G1.3.1 identify and name family members. (1.1, 1.2) FL.G1.3.2 identify professions of family members. (1.1,1.3) FL.G1.3.3 use possessive and descriptive adjectives. (1.1, 1.3)

FL.G1.3.4 utilize proper syntax, adjectives and personal details to describe people in speaking or writing (ex. family, friends, and pets). (1.1, 1.3)

Outcome 4: Students will utilize the proper syntax and vocabulary to describe pastimes. FL.G1.4 Students will…

FL.G1.4.1 identify and produce pastimes (ex. sports, hobbies, music and instruments). (1.2)

FL.G1.4.2 describe and compare favorite pastimes (ex. gern, lieber, am liebsten). (1.1)

FL.G1.4.3 identify popular pastimes in Europe (ex. Fussball and popular music). (2.2, 4.2)

FL.G1.4.4 compile a schedule of pastimes utilizing time phrases and frequency words. (1.3)

FL.G1.4.5 compose a brief presentation on a hobby (1.3)

Outcome 5: Students will utilize vocabulary and proper syntax to communicate about dates and time. FL.G1.5 Students will…

FL.G1.5.1 identify and produce vocabulary for telling time, days, dates and parts of day. (1.2)

FL.G1.5.2 interpret a European (24 hour) clock and its associated language. (2.1, 2.2)

FL.G1.5.3 tell time with a prompt orally or in writing. (1.3) FL.G1.5.4 demonstrate counting via telling time, dates and years. (1.2)

Outcome 6: Students will utilize vocabulary and proper syntax to describe school, subjects, and schedules. FL.G1.6 Students will…

FL.G1.6.1 identify and name school subjects and objects. (1.1, 1.2) FL.G1.6.2 use possessive and descriptive adjectives. (1.1, 1.2, 1.3)

FL.G1.6.3 utilize adjectives and details to describe school, subjects, schedules and grades in speaking or writing. (1.1, 1.3)

FL.G1.6.4 apply time and sequence vocabulary to school schedules. (1.2, 1.3)

FL.G1.6.5 express preferences of school subjects and tasks. (1.1, 1.3) FL.G1.6.6 utilize the accusative case for direct objects. (1.2)

FL.G1.6.7 summarize information from texts about schools and typical students. (1.2)

FL.G1.6.8 compose a letter or email to exchange personal information. (1.3, 5.1, 5.2)

FL.G1.6.9 compare and contrast German and US school systems and practices. (4.1, 4.2)

Outcome 7: Students will distinguish among the climates, geographic features, nationalities and languages of major countries and cities. FL.G1.7 Students will…

FL.G1.7.1 identify and describe weather conditions including temperature and weather events. (1.1, 1.2, 1.3)

FL.G1.7.2 utilize metric units to convert degrees Fahrenheit and Celsius temperatures. (2.1, 2.2)

FL.G1.7.3 apply future tense to weather forecasts and activities. (1.2, 1.3)

FL.G1.7.4 identify the location, languages and geography of countries and major cities around the world. (1.2)

FL.G1.7.5 utilize stem-changing verbs (ex. sprechen) (1.2) FL.G1.7.6 apply cognate patterns in order to understand new words. (4.1)

FL.G1.7.7 justify clothing and activity choices based on weather using weil and den. (1.1, 1.3)

FL.G1.7.8 compare and contrast German-speaking regions, climates, geography and languages. (3.1, 3.2)

Outcome 8: Students will utilize dining vocabulary to communicate in a real-world scenario.

FL.G1.8.1 identify and categorize foods by meal, type of food and type of store. (1.2)

FL.G1.8.2 utilize modal verbs to request foods and defend food choices (ex. sollen, müssen, möchten). (1.1, 1.3)

FL.G1.8.3 identify present perfect tense (ex. gegessen, gehabt). (1.2)

FL.G1.8.4 convert and apply metric and general units for food purchases and portions (ex. Euro, Tasse, Teller, kg, and l). (2.1, 3.1)

FL.G1.8.5 compare and contrast foods and practices between the US and German-speaking countries (ex. shopping, meals, food preparation, and restaurants). (2.1, 2.2, 4.2, 5.1)

Outcome 9: Students will utilize clothing vocabulary to describe and purchase clothes and accessories. FL.G1.9 Students will…

FL.G1.9.1 identify German retail companies (ex. DACH) including those with an international presence. (3.1)

FL.G1.9.2 identify and produce vocabulary to describe clothing for fit, color and style. (1.3)

FL.G1.9.3 recommend clothing choices using modal verbs. (1.1, 1.3)

FL.G1.9.4 apply dative verbs and pronouns to describe clothing (ex. gefallen, passen, and stehen). (1.1, 1.3)

FL.G1.9.5 identify separable and inseparable prefix verbs (ex. einkaufen, bestellen, mitkommen, and anrufen). (1.2)

FL.G1.9.6 compare and contrast shopping culture in German-speaking countries to their own (ex. KaDeWe, typical retail chains, Berlin as fashion center, malls). (2.1, 2.2, 4.1, 4.2)

Outcome 10: Students will produce descriptions of rooms, furniture and activities around the home.


FL.G1.10.1 identify and produce parts of the home and household items and furniture. (1.1)

FL.G1.10.2 state the locations of parts of the home, household items, furniture and chores using prepositional phrases. (1.1, 1.3)

FL.G1.10.3 produce commands related to chores. (1.1, 1.3)

FL.G1.10.4 apply conjunctions and proper word order to describe obligations and desires (ex. Ich muss mein Zimmer aufräumen, wenn ich später ins Kino gehen will). (1.3)

FL.G1.10.5 utilize present perfect tense of high frequency verbs to report on chores. (1.2)

FL.G1.10.6 compare and contrast differences between typical homes and styles of living in the US and German-speaking countries. (2.2, 4.1)

Outcome 11: Students will integrate research and yearlong vocabulary and grammar to construct an expository piece. FL.G1.11 Students will…

FL.G1.11.1 compile information on culturally relevant holidays and life events. (2.1, 3.2)

FL.G1.11.2 revise and edit personal writing. (3.1) FL.G1.11.3 report on the traditions of a holiday or life event. (1.1, 1.2, 1.3)

FL.G1.11.4 list typical gifts utilizing adjective endings (ex. ein schnelles Auto). (1.1, 1.3)

FL.G1.11.5 justify gift choices utilizing conjunctions (ex. Ich möchte ein Auto, weil, damit, denn). (1.1, 1.3)

German 2 Curriculum

Focus: Students will communicate in German with intermediate proficiency through reading, writing, speaking, and listening on familiar topics and in community situations while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will construct descriptions of past events utilizing present perfect tense. FL.G2.1 Students will…

FL.G2.1.1 distinguish between the uses of haben and sein as helping verbs in the present perfect tense. (1.2, 4.1)

FL.G2.1.2 compare and contrast weak and strong verbs in the present perfect tense. (1.2, 4.1)

FL.G2.1.3 create narratives using transition words and adverbial phrases to specify sequence, time and place of events. (1.3)

FL.G2.1.4 utilize comparative and superlative forms of adjectives and adverbs to add detail. (1.2, 1.3)

Outcome 2: Students will formulate requests and directions.


FL.G2.2.1 identify places in a community and describe related activities. (1.1, 1.2, 1.3)

FL.G2.2.2 construct requests and provide locations and directions to common places in a community. (1.1, 1.2, 1.3)

FL.G2.2.3 restate unit vocabulary using circumlocution. (1.1, 1.3) FL.G2.2.4 identify common forms of transportation. (1.1, 1.2, 1.3)

FL.G2.2.5 compare and contrast the usage of each type of transportation among the US and German-speaking countries. (1.2, 3.2, 4.2)

Outcome 3: Students will examine vacation destinations to express preferences.


FL.G2.3.1 describe locations where they would like to travel (ex. möchten, reisen, nach). (1.1, 5.1, 5.2)

FL.G2.3.2 describe a past trip and activities using present perfect. (1.3) FL.G2.3.3 make recommendations for travel destinations. (1.1, 5.2)

FL.G2.3.4 justify and support reasons for wanting to go to a specific location. (1.1, 1.3)

FL.G2.3.5 research and report on various vacation destinations (ex. Wien, Berlin, die Alpen). (3.1, 4.2, 5.2)

FL.G2.3.6 compare and contrast typical styles of vacations (ex. cities, Bauernhof). (1.3, 2.1)

Outcome 4: Students will apply travel language to interpersonal interactions.

FL.G2.4 Students will… FL.G2.4.1 identify and produce travel vocabulary. (1.1, 1.2, 1.3) FL.G2.4.2 research and plan various travel options for real-world scenarios

(ex. transportation, hotels, and activities). (3.1,5.1, 5.2)

FL.G2.4.3 role-play purchasing tickets, checking in for travel and security utilizing vocabulary, proper syntax and cultural knowledge. (1.1, 3.2, 4.2, 5,1, 5.2)

Outcome 5: Students will evaluate injury and health scenarios in order to recommend treatment. FL.G2.5 Students will…

FL.G2.5.1 identify and describe body parts and their purpose. (1.2) FL.G2.5.2 describe accidents and resulting injuries and symptoms. (1.1, 1.3)

FL.G2.5.3 role-play making appointments and asking and giving advice and recommendations for medical treatment. (1.1)

Outcome 6: Students will apply vocabulary to discuss personal routines and analyze lifestyle choices. FL.G2.6 Students will…

FL.G2.6.1 identify and produce vocabulary for daily routines and lifestyle choices. (1.1, 1.2)

FL.G2.6.2 describe daily routines utilizing time and sequence phrases, and reflexive pronouns. (1.1, 1.2)

FL.G2.6.3 design an inquiry into common lifestyle choices (ex. survey of eating, exercise habits, and stress). (3.1, 3.2)

FL.G2.6.4 analyze healthy and unhealthy eating and exercise choices in order to defend their conclusions orally or in writing. (3.1, 4.2)

FL.G2.6.5 defend recommendations for healthy living. (1.3)

FL.G2.6.6 assess connections among environmental factors, personal choices and healthy living. (3.1)

FL.G2.6.7 compare and contrast attitudes toward healthy living between the US and German-speaking countries. (1.2, 3.2, 4.2)

Outcome 7: Students will interpret and apply elements of narratives to writing.

FL.G2.7 Students will… FL.G2.7.1 identify the elements of narratives. (3.1, 4.2) FL.G2.7.2 examine narratives to identify the main idea and details. (1.2) FL.G2.7.3 analyze literary elements of fairy tales. (3.1, 4.2) FL.G2.7.4 identify the forms of the imperfect tense. (1.2, 4.1)

FL.G2.7.5 produce and present narratives using the imperfect tense and appropriate literary elements (ex. simple past). (1.3, 4.1)

FL.G2.7.6 analyze short poems for their literary elements and figurative language. (1.2, 3.1, 4.1)

Outcome 8: Students will produce expository writing.


FL.G2.8.1 identify and produce adjective endings and proper syntax in descriptive writing. (1.2, 1.3, 4.1)

FL.G2.8.2 identify the forms and uses of genitive case. (1.1, 1.2)

FL.G2.8.3 integrate all four cases to describe scenarios with detail. (1.3)

FL.G2.8.4 create an expository piece such as a letter or email describing an issue with a product or service that requires help. (1.1, 1.3)

FL.G2.8.5 apply past perfect and future perfect to describe a scenario its sequence of activities. (1.1, 1.2, 1.3)

German 3 Curriculum

Focus: Students will communicate in German with intermediate to advanced proficiency through reading, writing, speaking, and listening on social and global topics while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will apply the target language to communicate about contemporary life. FL.G3.1 Students will…

FL.G3.1.1 identify and produce vocabulary related to contemporary life. (1.3, 3.1)

FL.G3.1.2 construct open-ended questions. (1.1,1.3)

FL.G3.1.3 construct complex and compound sentences utilizing a variety of conjunctions. (1.1, 1.2,1.3)

FL.G3.1.4 apply listening and reading skills to summarize information from texts and media related to contemporary life. (1.2, 3.2)

FL.G3.1.5 evaluate issues related to contemporary life. (1.1)

FL.G3.1.6 give examples of their own cultural perspectives relating to contemporary life and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

FL.G3.1.7 defend an opinion utilizing supporting ideas. (1.1, 3.2, 4.2, 5.2)

Outcome 2: Students will apply the target language to communicate about science and technology.


FL.G3.2.1 identify and produce vocabulary related to science and technology. (1.3, 3.1)

FL.G3.2.2 apply transition words to support logic and flow in a written piece. (1.3)

FL.G3.2.3 apply passive voice in describing cause and agents of action. (1.1, 1.2, 1.3)

FL.G3.2.4 apply listening and reading skills to summarize information from texts and media relating to science and technology. (1.2, 3.2)

FL.G3.2.5 develop rationales for proper use of technologies and critique current trends. (3.1)

FL.G3.2.6 debate issues related to science and technology. (1.1, 1.3, 3.2, 4.2, 5.2)

FL.G3.2.7 identify and give examples of attitudes and changes in science and technology from their own experiences or community and those of German-speaking countries. (2.1, 2.2, 4.2)

Outcome 3: Students will apply the target language to communicate about global challenges. FL.G3.3 Students will…

FL.G3.3.1 identify and produce vocabulary related to global challenges. (1.3, 3.1)

FL.G3.3.2 identify relative clauses used in context. (1.1, 1.2, 1.3)

FL.G3.3.3 apply listening and reading skills to summarize information from texts and media relating to global challenges. (1.2, 3.2)

FL.G3.3.4 debate issues and solutions related to global challenges. (1.1, 1.3, 3.1, 4.2, 5.2)

FL.G3.3.5 give examples of perspectives on global challenges from their own community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 4: Students will apply the target language to communicate about personal and public identity. FL.G3.4 Students will…

FL.G3.4.1 identify and produce vocabulary related to personal and public identity. (1.3)

FL.G3.4.2 apply relative clauses in context. (1.1, 1.2,1.3)

FL.G3.4.3 apply listening and reading skills to summarize information from texts and media related to personal and public identity related. (1.2, 3.2)

FL.G3.4.4 analyze issues related to personal and public identity. (1.1, 4.2)

FL.G3.4.5 identify and evaluate counterarguments supporting an opinion or idea. (3.1, 4.1)

FL.G3.4.6 identify and give examples of their own perspectives relating to personal and public identity and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 5: Students will apply the target language to communicate about aesthetics and beauty. FL.G3.5 Students will…

FL.G3.5.1 identify and produce vocabulary related to aesthetics and beauty. (1.3)

FL.G3.5.2 apply the subjunctive to reported and unreal or conditional scenarios. (1.1, 1.2, 1.3)

FL.G3.5.3 apply listening and reading skills to summarize information and make inferences from texts and media related to aesthetics and beauty. (1.2, 3.2)

FL.G3.5.4 cite sources and utilize them to support arguments or ideas. (1.1)

FL.G3.5.5 critique representations and perceptions of aesthetics and beauty. (3.1, 3.2)

FL.G3.5.6 identify and give examples of their own perspectives relating to aesthetics and beauty and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 6: Students will apply the target language to communicate about the topic of family and community. FL.G3.6 Students will…

FL.G3.6.1 identify and produce vocabulary related to family and community. (1.3)

FL.G3.6.2 apply listening and reading skills to summarize information and make inferences from texts and media related to family and community. (1.2, 3.2)

FL.G3.6.3 evaluate the pros and cons of issues related to family and community. (1.1, 3.2, 4.2)

FL.G3.6.4 identify and give examples of their own perspectives relating to family and community and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

FL.G3.6.5 construct a persuasive piece of at least 3 paragraphs relating to family and community. (1.3, 3.2)

.

German 4 Curriculum

Focus: Students will communicate in German with advanced proficiency through reading, writing, speaking, and listening on social, international and contemporary topics while gaining an understanding of the culture of German-speaking countries and communities.

Outcome 1: Students will evaluate topics of contemporary life in order to show connections between the US and German-speaking countries. FL.G4.1 Students will…

FL.G4.1.1 integrate vocabulary related to contemporary life in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.1.2 construct open-ended questions and responses to maintain extended conversations. (1.1)

FL.G4.1.3 apply listening and reading skills to evaluate information from authentic texts and media related to contemporary life. (1.2, 3.2)

FL.G4.1.4 evaluate and debate issues related to contemporary life utilizing multiple supporting ideas. (1.1, 1.2, 1.3)

FL.G4.1.5 compare and contrast cultural perspectives relating to contemporary life from their community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1,5.2)

Outcome 2: Students will evaluate topics of science and technology in order to show connections between the US and German-speaking countries. FL.G4.2 Students will…

FL.G4.2.1 integrate vocabulary related to science and technology in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.2.2 evaluate the usage of passive voice. (1.1, 1.2, 1.3)

FL.G4.2.3 apply listening and reading skills to evaluate multiple sources of information from authentic texts and media related to science and technology. (1.2, 3.2)

FL.G4.2.4 integrate information gleaned from multiple sources and their own rationales to editorialize on the proper use of technology. (1.1, 1.2, 1.3, 3.2, 4.2, 5.2)

FL.G4.2.5 compare and contrast cultural perspectives relating to changes in science and technology between their community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 3: Students will evaluate topics of global challenges in order to show connections between the US and German-speaking countries. FL.G4.3 Students will…

FL.G4.3.1 integrate vocabulary related to global challenges in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.3.2 apply listening and reading skills to evaluate multiple sources of information from authentic texts and media related to global challenges (1.2, 3.2)

FL.G4.3.3 integrate information gleaned from multiple styles of media to debate issues and propose solutions related to global challenges.

(1.1, 3.1, 4.2, 5.2)

FL.G4.3.4 compare and contrast cultural perspectives relating to global topics from their community or experience and those of German- speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 4: Students will evaluate topics of personal and public identity in order to show connections between the US and German-speaking countries. FL.G4.4 Students will…

FL.G4.4.1 integrate vocabulary related to personal and public identity in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.4.2 integrate relative clauses in written tasks. (1.3)

FL.G4.4.3 apply listening and reading skills to evaluate multiple sources of information from authentic texts and media related to personal and public identity. (1.2, 3.2)

FL.G4.4.4 generate arguments and counterarguments to analyze and support an opinion or idea related to personal and public identity. (1.1, 1.2, 1.3, 3.1, 3.2, 4.2)

FL.G4.4.5 compare and contrast cultural perspectives relating to personal and public identity from their community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 5: Students will evaluate topics of aesthetics and beauty in order to show connections between the US and German-speaking countries. FL.G4.5 Students will…

FL.G4.5.1 integrate vocabulary related to aesthetics and beauty in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.5.2 justify the use of subjunctive in reported and conditional scenarios. (1.1, 1.2, 1.3, 4.1)

FL.G4.5.3 apply listening and reading skills to evaluate multiple sources of information from authentic texts and media related to aesthetics and beauty. (1.2, 3.2)

FL.G4.5.4 synthesize information inferred from authentic media (1.2)

FL.G4.5.5 interpret and evaluate representations and perceptions of aesthetics and beauty giving multiple examples. (3.1, 3.2)

FL.G4.5.6 compare and contrast cultural perspectives relating to aesthetics and beauty from their community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1, 5.2)

Outcome 6: Students will evaluate topics of family and community in order to show connections between the US and German-speaking countries. FL.G4.6 Students will…

FL.G4.6.1 integrate vocabulary related to family and community in spoken and written tasks. (1.1, 1.3, 3.1)

FL.G4.6.2 apply listening and reading skills to evaluate multiple sources of information from authentic texts and media related to family and community related stimulus. (1.2, 3.2)

FL.G4.6.3 propose and defend solutions to issues related to family and community. (1.1, 3.2, 4.2)

FL.G4.6.4 compare and contrast cultural perspectives relating to family and community from their community or experience and those of German-speaking countries. (2.1, 2.2, 4.1, 4.2, 5.1,5.2)

FL.G4.6.5 construct a full-length persuasive essay relating to the topic of family and community which integrates all prior critical thinking and writing skills. (1.1, 1.3, 3.1)

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Appendix I

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Appendix J

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Appendix K

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spanish and german revised: february 2014 · outcome 4: students will apply subject-verb agreement...

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