Illinois - Spanish - K-12 - Detailed - Rosetta Stoneresources.rosettastone.com/CDN/us/pdfs/Illinois - Spanish... · 2020-04-10 · • Spanish (LA) Level 1, Unit 2, Lesson 1 - A lesson

Rosetta Stone® Version 3 Page 1 of 278 Illinois Correlations

Rosetta Stone® Version 3 - Spanish - Detailed

Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

States: Illinois Learning Standards

Subjects: World Languages

Grade K

STATE GOAL /

STRAND

IL.28. Communication (Stage 1): Use the target language to communicate within and

beyond the classroom setting.

STATE GOAL /

LEARNING

STANDARD

28.A. Understand oral communication in the target language.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).

• Spanish (LA) Level 1, Unit 1, Lesson 1 - Introduction to words for people

and common activities. Includes third-person pronouns and plurals.

Includes definite and indefinite articles; singular, plural, and gendered

nouns; third person singular and plural personal subject pronouns;

subject-verb agreement.

• Spanish (LA) Level 1, Unit 1, Lesson 2 - Uses common foods, animals and

everyday items to teach direct objects. Also introduces the user to

negation and common yes/no questions. Includes direct mixed-gendered

"they," questions with "What," "yes/no" questions

• Spanish (LA) Level 1, Unit 1, Lesson 3 - Introduces the user to adjectives

including colors and sizes. The user also learns words for several

professions, the first and second person pronouns and many other

additional nouns.

• Spanish (LA) Level 1, Unit 1, Lesson 4 - Teaches the numbers 1-6, many

household object and clothing words, as well as question words such as

who and how many.

• Spanish (LA) Level 1, Unit 1, Lesson 5 Teacher's Guide Only - Activities

further enhance the lessons viewed by students.

• Spanish (LA) Level 1, Unit 2, Lesson 1 - A lesson about family relationships

including possessive pronouns, the numbers 7-12, people's ages and more

question words.

• Spanish (LA) Level 1, Unit 2, Lesson 2 - An introduction to many new

household words including rooms in the house and common appliances.

This lesson also introduces new prepositions, more family relationships

and several new verbs.

• Spanish (LA) Level 1, Unit 2, Lesson 3 - Gives the user a broader ability to

talk about herself including saying her name and identifying her country

of origin. Along the way the user learns the names of several cities and

countries, words for city landmarks, more greetings and more question

words.

• Spanish (LA) Level 1, Unit 2, Lesson 4 - Here the user learns more colors

and articles of clothing, as well as several new adjectives to describe

himself. The lesson expands on the greetings theme of this unit by


teaching a variety of personal physical states and how to ask and answer

questions about them.



• Spanish (LA) Level 1, Unit 3, Lesson 1 - Uses several new workplaces and

times of day to introduce the words when and where. Introduces several

time and place related prepositions, the numbers 13-20, and a variety of

time-of-day greetings.

• Spanish (LA) Level 1, Unit 3, Lesson 2 - Teaches words related to calendar

time including all the days of the week. Practices polite language, the

preposition with, new nouns and verbs related to visiting a friend, more

body parts and some sensory words.

• Spanish (LA) Level 1, Unit 3, Lesson 3 - Shows the user how to

communicate about the languages that they do (and do not) speak and

write. Users learn names of several languages and the numbers from 30 to

60.

• Spanish (LA) Level 1, Unit 3, Lesson 4 - Introduces reflexive verbs as they

are used with a person's morning washing routine. Along the way the user

learns words for common bedroom and bathroom objects, and several

new adjectives with the same theme.

• Spanish (LA) Level 1, Unit 3, Lesson 5 Teacher's Guide - Activities further

enhance the lessons viewed by students.

• Spanish (LA) Level 1, Unit 4, Lesson 1 - Opens the shopping unit by

teaching the names of several stores and plenty of things to buy in them.

Also uses a number of new verbs to talk about the places and the objects.

• Spanish (LA) Level 1, Unit 4, Lesson 2 - Teaches the user to express their

likes and dislikes and to compare things while teaching several new fun

things to do around town, several sports and new foods. The lesson

continues the shopping theme by introducing words related to the cost of

items, including common currencies and a number of related question

words.

• Spanish (LA) Level 1, Unit 4, Lesson 3 - Expands the users ability to shop

in their new language by teaching common shopping phrases, different

forms of payment, new adjectives that describe objects one shops for,

more comparatives and a variety of words that help us express quantity.

• Spanish (LA) Level 1, Unit 4, Lesson 4 - Delves more deeply into some of

the themes of the previous lesson, especially the quantity and comparison

words. It ends with a prolonged shopping sequence that puts much of

what the user has learned in this unit into a realistic context.

• Spanish (LA) Level 1, Unit 4, Lesson 5 - Activities further enhance the

lessons viewed by students.

• Spanish (LA) Level 2, Unit 1, Lesson 1 - Follows the theme of getting

around town by introducing several types of buildings and stores, and then

teaches the user how to ask for directions and understand how to follow

them in their new language.

• Spanish (LA) Level 2, Unit 1, Lesson 2 - Here the learner discovers words

and phrases helpful for using public transportation including directional

language, the words for vehicles, the verbs used with the modes of

transportation and the various kinds of transportation stations.

• Spanish (LA) Level 2, Unit 1, Lesson 3 - Helps the user understand and talk

about travel itineraries by teaching more specific time words, more

modes of transportation, numbers from 70 to 99 and much more language


that us useful in the airport or train station.

• Spanish (LA) Level 2, Unit 1, Lesson 4 - Introduces travel destinations and

weather language including discussing the temperature and kinds of

precipitation and showing the user how to talk about the weather in the

future.



• Spanish (LA) Level 2, Unit 2, Lesson 1 - Introduces the past tense, indirect

objects and vocabulary about correspondence. Practices the future tense.

• Spanish (LA) Level 2, Unit 2, Lesson 2 - Continues to teach the past and

the use of indirect objects while showing the user how to ask for

clarification when they don't understand something. Also teaches some

school subjects.

• Spanish (LA) Level 2, Unit 2, Lesson 3 - Introduces and practices the

imperfect tense with a variety of verbs. Expands the school theme by

teaching different levels of school and students along with some new jobs

and workplaces.

• Spanish (LA) Level 2, Unit 2, Lesson 4 - Continues to teach the past tense

and the imperfect by contrasting them. Teaches polite ways to make

requests.



• Spanish (LA) Level 2, Unit 3, Lesson 1 - Builds a base for the social life

theme by teaching leisure-time activities and party planning language.

Includes many new verbs, the formal imperative and all of the months of

the year.

• Spanish (LA) Level 2, Unit 3, Lesson 2 - Continues the planning theme with

more language about planning an event, methods of communicating and

how to write and say dates. Also practices the formal imperative,

introduces the informal imperative and teaches 100 and 1,000.

• Spanish (LA) Level 2, Unit 3, Lesson 3 - Here the user learns words for

different types of parties, more words for food, more forms of possession

and phone etiquette. Also introduces the words here, there, this, that,

these and those.

• Spanish (LA) Level 2, Unit 3, Lesson 4 - Concludes the theme of the unit

with more party language, more words to make comparisons and how to

accept and decline an invitation.



• Spanish (LA) Level 2, Unit 4, Lesson 1 - Introduces a new form of the

future and a large number and variety of food and restaurant language.

• Spanish (LA) Level 2, Unit 4, Lesson 2 - Expands the vacation theme by

teaching the words for a variety of landmarks, architectural features,

musical instruments and art media.

• Spanish (LA) Level 2, Unit 4, Lesson 3 - Follows the landmark theme by

teaching the words for religious buildings. Adds emotions, sight-seeing

verbs and sequencing words.

• Spanish (LA) Level 2, Unit 4, Lesson 4 - Teaches common activities to do

while on vacation and adds more places to go, things to see on vacation,

vacation-themed clothing and weather words as well.




LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.A.1b Respond appropriately to simple commands in the target language.








additional nouns.



question words.





words.















words.














and workplaces.



requests.







STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD

28.B. Interact in the target language in various settings.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.B.1a Respond to and ask simple questions with prompts.








additional nouns.



question words.





words.















words.











and workplaces.






LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the target language.













additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD

28.C. Understand written passages in the target language.

LEARNING

STANDARD /

PERFORMANCE

28.C.1a Recognize the written form of familiar spoken language and predict meaning of key words in a

simple story, poem or song.


DESCRIPTOR • Spanish (LA) Level 1, Unit 1, Lesson 1 - Introduction to words for people












additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.




requests.






the year.








these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD

28.D. Use the target language to present information, concepts and ideas for a variety of

purposes to different audiences.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.D.1a Copy/write words, phrases and simple sentences.














additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.



requests.






the year.









these and those.



















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.D.1b Describe people, activities and objects from school and home.













additional nouns.





question words.









words.

























words.


























future.







school subjects.




and workplaces.









STATE GOAL /

STRAND

IL.29. Culture and Geography (Stage 1): Use the target language to develop an

understanding of the customs, arts, literature, history and geography associated

with the target language.

STATE GOAL /

LEARNING

STANDARD

29.A. Understand manners and customs of various target language societies.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.A.1 Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and

relationship (adult, peer, parent).








question words.









words.





















requests.




these and those.




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD

29.B. Understand music, dance, folk art, visual art, drama and architecture related to the

target language societies.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.1a Identify one or more art forms (e.g., Japanese origami, Spanish flamenco) representative of areas

where the target language is spoken.




additional nouns.








LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.1b Demonstrate one or more art forms representative of areas where the target language is spoken

(e.g., dramatizing a sample of children's literature, performing a song or dance).



















and workplaces.










STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD

29.C. Understand literature and various media of target language societies.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.C.1c Identify primary media sources (e.g., television, radio, CD/ROM, software, films, on-line resources,

websites, periodicals) in the target language.




additional nouns.












future.








and workplaces.




requests.






the year.




these and those.












STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD

29.E. Understand geography of various target language societies.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.E.1 Identify and use simple geography vocabulary (e.g., border, city, river, soil, equator) of the target

language.





words.




60.

























future.




STATE GOAL /

STRAND

IL.30. Connections and Application (Stage 1): Use the target language to make connections

and reinforce knowledge and skills across academic, vocational and technical

disciplines.

STATE GOAL /

LEARNING

STANDARD

30.A. Use the target language to reinforce and further knowledge of other disciplines.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.1a Recognize the currency of the country(ies) where the target language is spoken and compare values

with United States currency.*



who and how many.



question words.








60.





LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.1d Use target language vocabulary while participating in physical activities (e.g., games, dances).





school subjects.

STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD

30.B. Use the target language to demonstrate knowledge and understanding of a variety of

career options.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.B.1a Use target language vocabulary to identify common professions and occupations.




and workplaces.


Grade 1

STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.



















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR










additional nouns.



question words.





words.















words.














and workplaces.



requests.






STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR









additional nouns.



question words.





words.















words.










and workplaces.







LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.




requests.






the year.








these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR
















additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.



requests.






the year.









these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.






question words.









words.



















60.















words.



























future.








school subjects.




and workplaces.



requests.






the year.








these and those.




















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.





question words.









words.

























words.


























future.






school subjects.




and workplaces.










STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR










question words.









words.





















requests.




these and those.




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR






additional nouns.








LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





















and workplaces.










STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR






additional nouns.












future.








and workplaces.



requests.







the year.




these and those.












STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR


language.





words.




60.

























future.




STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





who and how many.



question words.








60.





LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





school subjects.

STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


career options.


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





and workplaces.


Grade 2

STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.



















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR










additional nouns.



question words.





words.















words.














and workplaces.



requests.






STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR









additional nouns.



question words.





words.















words.










and workplaces.







LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.




requests.






the year.








these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR
















additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.



requests.






the year.









these and those.



















STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.






question words.









words.



















60.















words.



























future.








school subjects.




and workplaces.



requests.






the year.








these and those.




















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.





question words.









words.

























words.


























future.






school subjects.




and workplaces.










STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR










question words.









words.





















requests.




these and those.




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR






additional nouns.








LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





















and workplaces.










STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR






additional nouns.












future.








and workplaces.



requests.







the year.




these and those.












STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR


language.





words.




60.

























future.




STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





who and how many.



question words.








60.





LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





school subjects.

STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


career options.


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





and workplaces.


Grade 3

STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.A.2a Comprehend illustrated stories, audiovisual programs or websites.













additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.



















• Spanish (LA) Level 3, Unit 1, Lesson 1 - Starts with a backyard-fun theme

teaching many related verbs and nouns. Also teaches more comparison

words.

• Spanish (LA) Level 3, Unit 1, Lesson 2 - Moves indoors and explores the

contents of a typical kitchen, bathroom and living room while introducing

some chore-related verbs.

• Spanish (LA) Level 3, Unit 1, Lesson 3 - Begins with sports and exercise

before teaching time-related adverbs such as always, never and


sometimes.

• Spanish (LA) Level 3, Unit 1, Lesson 4 - Wraps up the Home and Health

unit with an introduction to body parts, the minor injuries that can afflict

them and a bit of first aid vocabulary.




subjunctive mood along with useful pronouns and adverbs such as

everyone, everything, probably, and nothing.

• Spanish (LA) Level 3, Unit 2, Lesson 2 - Opens with a geography lesson and

moves into a section on milestones of life (birth, marriage, death)

including language to use related to these important events. Introduces

the present perfect and the present perfect continuous.

• Spanish (LA) Level 3, Unit 2, Lesson 3 - More geography here with cardinal

directions, new countries and the oceans of the world featured. Also

introduces different types of trees, different climatic regions and

possessive pronouns.

• Spanish (LA) Level 3, Unit 2, Lesson 4 - Populates the lands the user has

been learning about with all manner of beasts and uses them to teach a

variety of adjectives that can also be used with people. Expands on the

possessive pronouns taught in the previous lesson.



• Spanish (LA) Level 3, Unit 3, Lesson 1 - Practices more of the present

perfect, several new adjectives and nouns formed with verbs. Also

contrasts correct and appropriate and if/not phrases.

• Spanish (LA) Level 3, Unit 3, Lesson 2 - Expands on the shopping unit

earlier, introduces several new containers and introduces only and never.

• Spanish (LA) Level 3, Unit 3, Lesson 3 - Adds some food vocabulary while

teaching shapes, fractions and units of measure.

• Spanish (LA) Level 3, Unit 3, Lesson 4 - Introduces a variety of tools and

craft supplies and then explores cooking in greater depth adding many

foods and cooking terms.



• Spanish (LA) Level 3, Unit 4, Lesson 1 - Turns to politics at the largest

scale by teaching words for heads of state, news sources and political

events, as well as additional terms for nationalities.


passive voice and teaches business vocabulary.

• Spanish (LA) Level 3, Unit 4, Lesson 3 - Shows the user how to talk about

memory, learning and the adjectival forms of the cardinal directions. Also

introduces too much/too many, since, okay, ever/never and again.

• Spanish (LA) Level 3, Unit 4, Lesson 4 - Teaches about celebrations,

festivals and religious holidays. Includes an extended story at the end that

brings together many themes of the unit.



LEARNING

STANDARD /

28.A.2b Follow instructions in the target language, given one step at a time, for a wide range of activities.


PERFORMANCE













additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.




requests.






the year.








these and those.





















words.






sometimes.

















































STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.B.2a Pose questions spontaneously in structured situations.









additional nouns.



question words.





words.















words.










and workplaces.








words.































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.B.2b Produce language using proper pronunciation, intonation and inflection.













additional nouns.



who and how many.





question words.










words.



















60.















words.



























future.








school subjects.




and workplaces.



requests.






the year.








these and those.






















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.B.2c Comprehend gestures and body language often used in everyday interaction in the target language.








question words.









words.




















STATE GOAL /

STRAND



STATE GOAL /

LEARNING



STANDARD

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and

recognize loan words.













additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.








school subjects.





and workplaces.



requests.






the year.








these and those.





















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior

lessons.





requests.


STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization.













additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.





















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.D.2b Present a simple written or oral report on familiar topics.












60.

















words.






sometimes.

















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.D.2c Present an original production (e.g., TV commercials, ads, skits, songs) using known vocabulary and

grammatical structures.



















and workplaces.





















STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.A.2 Demonstrate activities (e.g., games, songs and role playing) associated with the target language.












words.












sometimes.




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.2a Identify sample art works and their creators associated with areas where the target language is

spoken.




additional nouns.








LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.2b Describe selected art forms of areas where the target language is spoken using arts vocabulary from

the target language.




additional nouns.













STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.C.2a Read, retell and summarize selected literary works.




















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.C.2c Summarize the main points of selected media presentations in the target language.



STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD

29.D. Understand history of areas where the target language is spoken.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.D.2 Use simple history vocabulary to identify historical concepts and trends (e.g., rise and fall of the

Roman Empire, French Revolution).





the year.



sometimes.

STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and

discuss the countries where the target language is spoken.





words.




60.
























future.



















STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.2b Use the target language to make, use and estimate measurements (e.g., time, linear, monetary).






words.





































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.2c Use target language vocabulary to identify and describe basic earth science content (e.g., mountain range, coast, desert) and life forms.











LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.2d Use the target language to participate in and/or describe games, dances and sports.


















words.



























future.






school subjects.




and workplaces.






words.






sometimes.
























STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


career options.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.B.2a Use the target language to describe activities and characteristics of selected occupations and work places.




and workplaces.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.B.2b Use the target language to explain and describe general career choices in which the target language can be used.












future.






















Grade 4

STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.





















words.







sometimes.
















































LEARNING

STANDARD /



PERFORMANCE













additional nouns.



who and how many.





question words.









words.



















60.
















words.


























future.








school subjects.




and workplaces.




requests.






the year.








these and those.





















words.






sometimes.

















































STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR










additional nouns.



question words.





words.















words.










and workplaces.








words.































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.










words.



















60.















words.



























future.








school subjects.




and workplaces.



requests.






the year.








these and those.






















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR









question words.









words.




















STATE GOAL /

STRAND



STATE GOAL /

LEARNING



STANDARD

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and

recognize loan words.













additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.








school subjects.





and workplaces.



requests.






the year.








these and those.





















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior

lessons.





requests.


STATE GOAL /

STRAND



STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR














additional nouns.



who and how many.





question words.









words.




















60.















words.


























future.









school subjects.




and workplaces.



requests.






the year.








these and those.





















words.






sometimes.

















































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR













60.

















words.






sometimes.

















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





















and workplaces.





















STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR













words.












sometimes.




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD



LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.2a Identify sample art works and their creators associated with areas where the target language is

spoken.




additional nouns.








LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.B.2b Describe selected art forms of areas where the target language is spoken using arts vocabulary from

the target language.




additional nouns.













STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





















LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR




STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.D.2 Use simple history vocabulary to identify historical concepts and trends (e.g., rise and fall of the

Roman Empire, French Revolution).





the year.



sometimes.

STATE GOAL /

STRAND




STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and

discuss the countries where the target language is spoken.





words.




60.
























future.



















STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR







words.





































LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.A.2c Use target language vocabulary to identify and describe basic earth science content (e.g., mountain range, coast, desert) and life forms.











LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR



















words.



























future.






school subjects.




and workplaces.






words.






sometimes.
























STATE GOAL /

STRAND



disciplines.

STATE GOAL /

LEARNING

STANDARD


career options.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR





and workplaces.

LEARNING

STANDARD /

PERFORMANCE

DESCRIPTOR

30.B.2b Use the target language to explain and describe general career choices in which the target language can be used.












future.






















Grade 5

STATE GOAL / STRAND IL.28. Communication (Stage 2): Use the target language to communicate within and beyond the

classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


• Spanish (LA) Level 1, Unit 1, Lesson 1 - Introduction to words for people and common

activities. Includes third-person pronouns and plurals. Includes definite and indefinite

articles; singular, plural, and gendered nouns; third person singular and plural

personal subject pronouns; subject-verb agreement.

• Spanish (LA) Level 1, Unit 1, Lesson 2 - Uses common foods, animals and everyday

items to teach direct objects. Also introduces the user to negation and common

yes/no questions. Includes direct mixed-gendered "they," questions with "What,"

"yes/no" questions

• Spanish (LA) Level 1, Unit 1, Lesson 3 - Introduces the user to adjectives including

colors and sizes. The user also learns words for several professions, the first and

second person pronouns and many other additional nouns.

• Spanish (LA) Level 1, Unit 1, Lesson 4 - Teaches the numbers 1-6, many household

object and clothing words, as well as question words such as who and how many.

• Spanish (LA) Level 1, Unit 1, Lesson 5 Teacher's Guide Only - Activities further


• Spanish (LA) Level 1, Unit 2, Lesson 1 - A lesson about family relationships including

possessive pronouns, the numbers 7-12, people's ages and more question words.

• Spanish (LA) Level 1, Unit 2, Lesson 2 - An introduction to many new household words

including rooms in the house and common appliances. This lesson also introduces new

prepositions, more family relationships and several new verbs.

• Spanish (LA) Level 1, Unit 2, Lesson 3 - Gives the user a broader ability to talk about

herself including saying her name and identifying her country of origin. Along the way

the user learns the names of several cities and countries, words for city landmarks,

more greetings and more question words.

• Spanish (LA) Level 1, Unit 2, Lesson 4 - Here the user learns more colors and articles

of clothing, as well as several new adjectives to describe himself. The lesson expands

on the greetings theme of this unit by teaching a variety of personal physical states

and how to ask and answer questions about them.



• Spanish (LA) Level 1, Unit 3, Lesson 1 - Uses several new workplaces and times of day

to introduce the words when and where. Introduces several time and place related

prepositions, the numbers 13-20, and a variety of time-of-day greetings.

• Spanish (LA) Level 1, Unit 3, Lesson 2 - Teaches words related to calendar time

including all the days of the week. Practices polite language, the preposition with,

new nouns and verbs related to visiting a friend, more body parts and some sensory

words.

• Spanish (LA) Level 1, Unit 3, Lesson 3 - Shows the user how to communicate about the

languages that they do (and do not) speak and write. Users learn names of several

languages and the numbers from 30 to 60.

• Spanish (LA) Level 1, Unit 3, Lesson 4 - Introduces reflexive verbs as they are used

with a person's morning washing routine. Along the way the user learns words for

common bedroom and bathroom objects, and several new adjectives with the same

theme.

• Spanish (LA) Level 1, Unit 3, Lesson 5 Teacher's Guide - Activities further enhance the



• Spanish (LA) Level 1, Unit 4, Lesson 1 - Opens the shopping unit by teaching the

names of several stores and plenty of things to buy in them. Also uses a number of

new verbs to talk about the places and the objects.

• Spanish (LA) Level 1, Unit 4, Lesson 2 - Teaches the user to express their likes and

dislikes and to compare things while teaching several new fun things to do around

town, several sports and new foods. The lesson continues the shopping theme by

introducing words related to the cost of items, including common currencies and a

number of related question words.

• Spanish (LA) Level 1, Unit 4, Lesson 3 - Expands the users ability to shop in their new

language by teaching common shopping phrases, different forms of payment, new

adjectives that describe objects one shops for, more comparatives and a variety of

words that help us express quantity.

• Spanish (LA) Level 1, Unit 4, Lesson 4 - Delves more deeply into some of the themes

of the previous lesson, especially the quantity and comparison words. It ends with a

prolonged shopping sequence that puts much of what the user has learned in this unit

into a realistic context.

• Spanish (LA) Level 1, Unit 4, Lesson 5 - Activities further enhance the lessons viewed

by students.

• Spanish (LA) Level 2, Unit 1, Lesson 1 - Follows the theme of getting around town by

introducing several types of buildings and stores, and then teaches the user how to

ask for directions and understand how to follow them in their new language.

• Spanish (LA) Level 2, Unit 1, Lesson 2 - Here the learner discovers words and phrases

helpful for using public transportation including directional language, the words for

vehicles, the verbs used with the modes of transportation and the various kinds of

transportation stations.

• Spanish (LA) Level 2, Unit 1, Lesson 3 - Helps the user understand and talk about

travel itineraries by teaching more specific time words, more modes of

transportation, numbers from 70 to 99 and much more language that us useful in the

airport or train station.

• Spanish (LA) Level 2, Unit 1, Lesson 4 - Introduces travel destinations and weather

language including discussing the temperature and kinds of precipitation and showing

the user how to talk about the weather in the future.


by students.

• Spanish (LA) Level 2, Unit 2, Lesson 1 - Introduces the past tense, indirect objects and

vocabulary about correspondence. Practices the future tense.

• Spanish (LA) Level 2, Unit 2, Lesson 2 - Continues to teach the past and the use of

indirect objects while showing the user how to ask for clarification when they don't

understand something. Also teaches some school subjects.

• Spanish (LA) Level 2, Unit 2, Lesson 3 - Introduces and practices the imperfect tense

with a variety of verbs. Expands the school theme by teaching different levels of

school and students along with some new jobs and workplaces.

• Spanish (LA) Level 2, Unit 2, Lesson 4 - Continues to teach the past tense and the

imperfect by contrasting them. Teaches polite ways to make requests.


by students.

• Spanish (LA) Level 2, Unit 3, Lesson 1 - Builds a base for the social life theme by

teaching leisure-time activities and party planning language. Includes many new

verbs, the formal imperative and all of the months of the year.

• Spanish (LA) Level 2, Unit 3, Lesson 2 - Continues the planning theme with more

language about planning an event, methods of communicating and how to write and

say dates. Also practices the formal imperative, introduces the informal imperative

and teaches 100 and 1,000.

• Spanish (LA) Level 2, Unit 3, Lesson 3 - Here the user learns words for different types

of parties, more words for food, more forms of possession and phone etiquette. Also


introduces the words here, there, this, that, these and those.

• Spanish (LA) Level 2, Unit 3, Lesson 4 - Concludes the theme of the unit with more

party language, more words to make comparisons and how to accept and decline an

invitation.



• Spanish (LA) Level 2, Unit 4, Lesson 1 - Introduces a new form of the future and a

large number and variety of food and restaurant language.

• Spanish (LA) Level 2, Unit 4, Lesson 2 - Expands the vacation theme by teaching the

words for a variety of landmarks, architectural features, musical instruments and art

media.

• Spanish (LA) Level 2, Unit 4, Lesson 3 - Follows the landmark theme by teaching the

words for religious buildings. Adds emotions, sight-seeing verbs and sequencing words.

• Spanish (LA) Level 2, Unit 4, Lesson 4 - Teaches common activities to do while on

vacation and adds more places to go, things to see on vacation, vacation-themed

clothing and weather words as well.



• Spanish (LA) Level 3, Unit 1, Lesson 1 - Starts with a backyard-fun theme teaching

many related verbs and nouns. Also teaches more comparison words.

• Spanish (LA) Level 3, Unit 1, Lesson 2 - Moves indoors and explores the contents of a

typical kitchen, bathroom and living room while introducing some chore-related

verbs.

• Spanish (LA) Level 3, Unit 1, Lesson 3 - Begins with sports and exercise before

teaching time-related adverbs such as always, never and sometimes.

• Spanish (LA) Level 3, Unit 1, Lesson 4 - Wraps up the Home and Health unit with an

introduction to body parts, the minor injuries that can afflict them and a bit of first

aid vocabulary.



• Spanish (LA) Level 3, Unit 2, Lesson 1 - Introduces and practices the subjunctive mood

along with useful pronouns and adverbs such as everyone, everything, probably, and

nothing.

• Spanish (LA) Level 3, Unit 2, Lesson 2 - Opens with a geography lesson and moves into

a section on milestones of life (birth, marriage, death) including language to use

related to these important events. Introduces the present perfect and the present

perfect continuous.

• Spanish (LA) Level 3, Unit 2, Lesson 3 - More geography here with cardinal directions,

new countries and the oceans of the world featured. Also introduces different types

of trees, different climatic regions and possessive pronouns.

• Spanish (LA) Level 3, Unit 2, Lesson 4 - Populates the lands the user has been learning

about with all manner of beasts and uses them to teach a variety of adjectives that

can also be used with people. Expands on the possessive pronouns taught in the

previous lesson.



• Spanish (LA) Level 3, Unit 3, Lesson 1 - Practices more of the present perfect, several

new adjectives and nouns formed with verbs. Also contrasts correct and appropriate

and if/not phrases.

• Spanish (LA) Level 3, Unit 3, Lesson 2 - Expands on the shopping unit earlier,

introduces several new containers and introduces only and never.

• Spanish (LA) Level 3, Unit 3, Lesson 3 - Adds some food vocabulary while teaching

shapes, fractions and units of measure.

• Spanish (LA) Level 3, Unit 3, Lesson 4 - Introduces a variety of tools and craft supplies

and then explores cooking in greater depth adding many foods and cooking terms.




• Spanish (LA) Level 3, Unit 4, Lesson 1 - Turns to politics at the largest scale by

teaching words for heads of state, news sources and political events, as well as

additional terms for nationalities.

• Spanish (LA) Level 3, Unit 4, Lesson 2 - Introduces and practices the passive voice and

teaches business vocabulary.

• Spanish (LA) Level 3, Unit 4, Lesson 3 - Shows the user how to talk about memory,

learning and the adjectival forms of the cardinal directions. Also introduces too

much/too many, since, okay, ever/never and again.

• Spanish (LA) Level 3, Unit 4, Lesson 4 - Teaches about celebrations, festivals and

religious holidays. Includes an extended story at the end that brings together many

themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









"yes/no" questions





























words.








theme.




















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





"yes/no" questions



























by students.












verbs.



aid vocabulary.



nothing.




perfect continuous.




previous lesson.



and if/not phrases.










LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


























words.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and recognize

loan words.








"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.





perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior lessons.






classroom setting.

STATE GOAL /

LEARNING STANDARD

28.D. Use the target language to present information, concepts and ideas for a variety of purposes to

different audiences.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.




LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR




























verbs.






perfect continuous.






and if/not phrases.





themes of the unit.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


























invitation.





aid vocabulary.



nothing.



themes of the unit.



STATE GOAL / STRAND IL.29. Culture and Geography (Stage 2): Use the target language to develop an understanding of the

customs, arts, literature, history and geography associated with the target language.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR













invitation.



media.








nothing.



STATE GOAL /

LEARNING STANDARD

29.B. Understand music, dance, folk art, visual art, drama and architecture related to the target language

societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.2a Identify sample art works and their creators associated with areas where the target language is spoken.









media.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.2b Describe selected art forms of areas where the target language is spoken using arts vocabulary from the

target language.













media.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR






invitation.



nothing.





perfect continuous.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.D.2 Use simple history vocabulary to identify historical concepts and trends (e.g., rise and fall of the Roman

Empire, French Revolution).








STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the

countries where the target language is spoken.











theme.






















media.




perfect continuous.







previous lesson.



STATE GOAL / STRAND IL.30. Connections and Application (Stage 2): Use the target language to make connections and reinforce

knowledge and skills across academic, vocational and technical disciplines.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





























nothing.



and if/not phrases.









LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.2c Use target language vocabulary to identify and describe basic earth science content (e.g., mountain range,

coast, desert) and life forms.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









"yes/no" questions



















by students.






























verbs.







nothing.



and if/not phrases.

















STATE GOAL /

LEARNING STANDARD

30.B. Use the target language to demonstrate knowledge and understanding of a variety of career options.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.2b Use the target language to explain and describe general career choices in which the target language can be

used.




words.














invitation.







previous lesson.






Grade 6


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from resources (e.g.,

glossaries, guided questions, outlines).








"yes/no" questions





























words.







theme.
















• Spanish (LA) Level 1, Unit 4, Lesson 4 - Delves more deeply into some of the themes of

the previous lesson, especially the quantity and comparison words. It ends with a




by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.3b Follow instructions in the target language as given in multistep segments for assignments and activities in and

out of the classroom.








"yes/no" questions





























words.








theme.




















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.3a Respond to open-ended questions and initiate communication in various situations.




"yes/no" questions



























by students.












verbs.



aid vocabulary.



nothing.




perfect continuous.




previous lesson.



and if/not phrases.










LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.3b Produce language with improved pronunciation, intonation and inflection.








"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.3c Use appropriate non-verbal cues common in areas where the target language is spoken.

























words.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.3a Comprehend the main message of a variety of written materials with the help of resources (e.g., dictionary,

thesaurus, software, Internet, e-mail) to expand vocabulary.








"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.





perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.3b Compare word use, phrasing and sentence structures of the target language with those used in one or more

other languages.







theme.




perfect continuous.


classroom setting.


STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.3a Write compositions and reports with a specific focus, supporting details, logical sequence and conclusion.



















verbs.





nothing.




previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.3c Present a simple, original poem or story based on a model.





















and if/not phrases.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language.










perfect continuous.



themes of the unit.



STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.3a Identify and explain ideas and themes expressed in selected works of art associated with target language

societies using terms from the target language.









media.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.3b Understand and use the essential target language vocabulary referring to tools, processes and products in one

or more of the art forms.










media.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.3a Read, discuss and write about themes and settings of selected materials in the target language with

assistance of glossaries, guided questions or outlines.







invitation.



nothing.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.3c Create simple print and/or non-print media messages in the target language modeled on media examples

(e.g., advertisements, posters, television, radio, brochures, websites).








themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.D.3 Identify key historical figures (e.g., scientists, mathematicians, inventors, business leaders) and events

associated with areas where the target language is spoken and explain their influence.









STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.E.3 Describe geographical aspects (e.g., population distribution, natural resources and main economic activities)

of areas where the target language is spoken.











theme.





















media.




perfect continuous.







previous lesson.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD 30.A.3c Use the target language to describe the physical and geological features, vegetation and animal life


/ PERFORMANCE

DESCRIPTOR

indigenous to areas where the target language is spoken.











theme.





















media.




perfect continuous.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.3d Use the target language to identify diet, nutrition and physical fitness issues in areas where the target

language is spoken.




"yes/no" questions

















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.3a Use the target language to identify and describe occupations unique to areas where the target language is

spoken.





Grade 7


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions





























words.








theme.




















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





"yes/no" questions



























by students.












verbs.



aid vocabulary.



nothing.




perfect continuous.




previous lesson.



and if/not phrases.










LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


























words.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.





perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


other languages.







theme.




perfect continuous.


classroom setting.


STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR




















verbs.





nothing.




previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR






















and if/not phrases.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











perfect continuous.



themes of the unit.



STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











media.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR












media.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









invitation.



nothing.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR













theme.





















media.




perfect continuous.







previous lesson.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD 30.A.3c Use the target language to describe the physical and geological features, vegetation and animal life


/ PERFORMANCE

DESCRIPTOR












theme.





















media.




perfect continuous.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


language is spoken.




"yes/no" questions

















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


spoken.





Grade 8


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions





























words.








theme.




















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





"yes/no" questions



























by students.












verbs.



aid vocabulary.



nothing.




perfect continuous.




previous lesson.



and if/not phrases.










LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


























words.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.





perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


other languages.







theme.


classroom setting.

STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





















verbs.





nothing.




previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR





















and if/not phrases.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











perfect continuous.



themes of the unit.



STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











media.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR











media.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR









invitation.



nothing.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR










STATE GOAL / 29.E. Understand geography of various target language societies.


LEARNING STANDARD

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR













theme.





















media.




perfect continuous.







previous lesson.





STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.3c Use the target language to describe the physical and geological features, vegetation and animal life













theme.





















media.




perfect continuous.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


language is spoken.




"yes/no" questions

















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR


spoken.





Grade 9


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.








"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4a Engage in extended conversations in a variety of situations.








"yes/no" questions






























words.







theme.




















by students.
















by students.













by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4b Express differences of meaning using proper pronunciation, intonation and inflection.








"yes/no" questions






























words.







theme.




















by students.
















by students.













by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.








previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4c Recognize and use nonverbal cues in various formal and informal settings.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.4a Comprehend key vocabulary as well as the main message of complex written materials without the help of

visuals.






LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.4b Demonstrate understanding of written materials by organizing information and concepts (e.g., outlines, flow

charts).


by students.




perfect continuous.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.4c Compare the target language with one or more languages in terms of vocabulary, word use, phrase and

sentence structure and complete text structures.







theme.




perfect continuous.


classroom setting.

STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4a Write complete expository pieces that include description, definition and analysis for a variety of situations.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4b Make a persuasive presentation with documentation (e.g., visuals, interviews, quotes) from target language

sources.

























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4c Present a short original piece (e.g., essay, story, poem) on a given theme with some guidelines.





































verbs.




perfect continuous.






and if/not phrases.







themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.A.4 Demonstrate target language expressions and levels of formality (e.g., age, social status) appropriate for

entry-level work and social situations.

























words.



STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.4a Compare themes that are inherent to areas where the target language is spoken as expressed in different art

forms.







perfect continuous.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.4b Compare and contrast selected art forms of areas where the target language is spoken.









STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.4c Comprehend main ideas from target language media in relation to everyday life.




theme.


by students.














STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.D.4 Compare and contrast the influences of historical figures and events and their impact on the development of

their countries.








STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.E.4 Compare a target country with the United States using geographic representations to illustrate and explain

their economic nature.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.4d Use the target language to describe and compare daily diet, nutrition and physical fitness regimens in areas





"yes/no" questions
















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.4a Use the target language to compare various occupations in terms of their roles, status and qualifications in

areas where the target language is spoken and in the United States.





Grade 10


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.








"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4a Engage in extended conversations in a variety of situations.








"yes/no" questions






























words.







theme.




















by students.
















by students.













by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.






and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4b Express differences of meaning using proper pronunciation, intonation and inflection.








"yes/no" questions






























words.







theme.




















by students.
















by students.













by students.













invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.








previous lesson.





and if/not phrases.



















themes of the unit.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.4c Recognize and use nonverbal cues in various formal and informal settings.



verbs.



aid vocabulary.


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.4a Comprehend key vocabulary as well as the main message of complex written materials without the help of

visuals.





LEARNING STANDARD

/ PERFORMANCE

28.C.4b Demonstrate understanding of written materials by organizing information and concepts (e.g., outlines, flow


DESCRIPTOR charts).


by students.




perfect continuous.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.4c Compare the target language with one or more languages in terms of vocabulary, word use, phrase and

sentence structure and complete text structures.







theme.




perfect continuous.


classroom setting.

STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4a Write complete expository pieces that include description, definition and analysis for a variety of situations.








LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4b Make a persuasive presentation with documentation (e.g., visuals, interviews, quotes) from target language

sources.

























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.4c Present a short original piece (e.g., essay, story, poem) on a given theme with some guidelines.





































verbs.




perfect continuous.






and if/not phrases.







themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.A.4 Demonstrate target language expressions and levels of formality (e.g., age, social status) appropriate for

entry-level work and social situations.

























words.



STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.4a Compare themes that are inherent to areas where the target language is spoken as expressed in different art

forms.







perfect continuous.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.4b Compare and contrast selected art forms of areas where the target language is spoken.









STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.4c Comprehend main ideas from target language media in relation to everyday life.




theme.


by students.














STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD 29.D.4 Compare and contrast the influences of historical figures and events and their impact on the development of


/ PERFORMANCE

DESCRIPTOR

their countries.








STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.E.4 Compare a target country with the United States using geographic representations to illustrate and explain

their economic nature.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.4d Use the target language to describe and compare daily diet, nutrition and physical fitness regimens in areas





"yes/no" questions
















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.4a Use the target language to compare various occupations in terms of their roles, status and qualifications in

areas where the target language is spoken and in the United States.





Grade 11


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.5 Comprehend a variety of oral and audio presentations in academic, technical, social or work environments.








"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.5a Discuss and defend a position on an issue in a discussion.






previous lesson.



and if/not phrases.






LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.5b Approximate native-like pronunciation, intonation and inflection.








"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.






nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5a Comprehend, with little or no support, a variety of materials intended for native speakers in academic, social

and work situations.









"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.




LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5b Distinguish nuances of meaning in a variety of contexts (e.g., layers of meaning in poetry and prose).





verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5c Explain how various languages are interrelated in terms of word origin and text structures.







theme.




perfect continuous.


classroom setting.

STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.5b Make impromptu presentations in a variety of academic, social and work situations.




























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.5c Present an original piece (e.g., essay, story, poem) on a theme of their choice with minimal guidance.




























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.A.5 Analyze and interpret manners and customs within the social, academic and work environments of selected








STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.5a Explain the cultural and historical significance of characteristic art forms of a target language society.









media.


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.5b Create an interpretive presentation of a selected art form based on research or a field experience.
































invitation.





verbs.



aid vocabulary.





nothing.



themes of the unit.





STATE GOAL / 29.C. Understand literature and various media of target language societies.


LEARNING STANDARD

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.5a Compare and analyze literary themes, styles and perspectives across authors and genres.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.5c Compare topics, types and styles of media communication in areas where the target language is spoken.


by students.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.D.5 Analyze different perspectives of historical events using a variety of media and technology tools.








STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5a Describe and explain factors affecting economic conditions in target language country(ies) compared to the

United States.*







theme.









LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5c Use the target language to analyze current science issues (e.g., ecology and the environment, space

exploration, health) from the perspective of speakers of the language.








previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5d Use the target language to analyze and contrast diet, nutrition and physical fitness programs in areas where

the target language is spoken with those of the United States.




"yes/no" questions
















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.5a Use the target language to analyze data relating to job opportunities, preparation, wages/salaries, etc., of

occupations in areas where the target language is spoken.




LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.5b Use the target language to evaluate a career option which requires proficiency in the target language through

a career exploration or education-to-careers activity.





Grade 12


classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.A.5 Comprehend a variety of oral and audio presentations in academic, technical, social or work environments.








"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.














invitation.







media.












verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.




















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.5a Discuss and defend a position on an issue in a discussion.






previous lesson.



and if/not phrases.






LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.B.5b Approximate native-like pronunciation, intonation and inflection.








"yes/no" questions






























words.







theme.




















by students.

















by students.












by students.













invitation.







media.












verbs.





aid vocabulary.






nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.




classroom setting.

STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5a Comprehend, with little or no support, a variety of materials intended for native speakers in academic, social

and work situations.









"yes/no" questions





























words.







theme.





















by students.
















by students.












by students.













invitation.







media.













verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.





and if/not phrases.



















themes of the unit.




LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5b Distinguish nuances of meaning in a variety of contexts (e.g., layers of meaning in poetry and prose).





verbs.





aid vocabulary.





nothing.




perfect continuous.







previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.C.5c Explain how various languages are interrelated in terms of word origin and text structures.







theme.




perfect continuous.


classroom setting.

STATE GOAL /

LEARNING STANDARD



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.5b Make impromptu presentations in a variety of academic, social and work situations.




























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

28.D.5c Present an original piece (e.g., essay, story, poem) on a theme of their choice with minimal guidance.




























verbs.




perfect continuous.






and if/not phrases.





themes of the unit.



STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.A.5 Analyze and interpret manners and customs within the social, academic and work environments of selected








STATE GOAL /

LEARNING STANDARD


societies.

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.5a Explain the cultural and historical significance of characteristic art forms of a target language society.









media.


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.B.5b Create an interpretive presentation of a selected art form based on research or a field experience.
































invitation.





verbs.



aid vocabulary.





nothing.



themes of the unit.





STATE GOAL / 29.C. Understand literature and various media of target language societies.


LEARNING STANDARD

LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.5a Compare and analyze literary themes, styles and perspectives across authors and genres.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.C.5c Compare topics, types and styles of media communication in areas where the target language is spoken.


by students.






STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

29.D.5 Analyze different perspectives of historical events using a variety of media and technology tools.








STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5a Describe and explain factors affecting economic conditions in target language country(ies) compared to the

United States.*







theme.









LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5c Use the target language to analyze current science issues (e.g., ecology and the environment, space

exploration, health) from the perspective of speakers of the language.








previous lesson.



LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.A.5d Use the target language to analyze and contrast diet, nutrition and physical fitness programs in areas where

the target language is spoken with those of the United States.




"yes/no" questions
















STATE GOAL /

LEARNING STANDARD


LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.5a Use the target language to analyze data relating to job opportunities, preparation, wages/salaries, etc., of

occupations in areas where the target language is spoken.




LEARNING STANDARD

/ PERFORMANCE

DESCRIPTOR

30.B.5b Use the target language to evaluate a career option which requires proficiency in the target language through

a career exploration or education-to-careers activity.




Documents

Illinois - Spanish - K-12 - Detailed - Rosetta Stoneresources.rosettastone.com/CDN/us/pdfs/Illinois - Spanish... · 2020-04-10 · • Spanish (LA) Level 1, Unit 2, Lesson 1 - A lesson