World Languages French 9-12 Intermediate-Mid CURRICULUM … · The comparative and superlative Savoir and connaitre Demonstrative adjectives Recall the conditional Compare and contrast

TRENTON PUBLIC SCHOOLS

Department of Curriculum and Instruction

108 NORTH CLINTON AVENUE

TRENTON, NEW JERSEY 08609

World Languages – French 9-12

Intermediate-Mid

CURRICULUM GUIDE

August 2013

Trenton Public Schools

Curriculum Guide for:

World Languages: French

Proficiency: Intermediate Mid

Pacing Guide

Unit Title Pacing Days

1 Le divertissement/ Entertainment MP 1 23

2 Il était une Fois ! / Once Upon a Time ! MP 2 23

3 Un planeta para todos / One Planet for All MP 3 23

4 MP 4 20

French Curriculum

Intermediate Mid 9-12

Unit 1: Le divertissement/ Entertainment

Trenton School District: French Curriculum

CONTENT AREA:

World Languages

PROFICIENCY LEVEL:

Intermediate-Mid 9-12

Unit # 1

(23 Days)

UNIT NAME:

Le divertissement/ Entertainment

STAGE 1 – Desired Results

Enduring Understanding:

Having fun is an essential component of a

balanced lifestyle

Different forms of entertainment contains

messages about the time and culture in

which it was created

There are major artists in the French world

Theatre, films, music, painting, and dance

are different forms of entertainment

Essential Questions:

What is entertainment and how do we describe it?

How forms of entertainment in the US and in French speaking countries are

similar/ different?

How do you stay informed by following different forms of entertainment and

events?

Who are some major artists in the French world of entertainment?

CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)

7.1. IM.A.1 Compare and contrast information

contained in culturally authentic materials using electronic information sources related to targeted

themes.

7.1. IM.A.6 Compare and contrast the main idea,

theme, main characters, and setting in readings from

age- and level-appropriate, culturally authentic materials.

SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the

meaning of some highly contextualized, unfamiliar spoken or written words related to forms of entertainment in the home and target cultures contained in culturally authentic

materials using electronic information sources.

Can do statements:

I can listen to a video clip or read a short text that contains information about

theatre, films, music, painting, and dance and

a. Identify key words and phrases. b. Determine the main idea.

c. Recognize other key ideas.

d. Determine how where one lives influences forms of entertainment.

7.1.IM.A.4 Use target language to paraphrase what

is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1. IM.A.5 Comprehend conversations and written

information on a variety of familiar and some unfamiliar topics

SLO # 2 - Read brief written messages, listen to short conversations, or view information

found about entertainment events to determine which ones would be appropriate for them and others based on personal interests and cultural contexts.

Can do statements:

I can listen to short video or audio clips advertising a community function (e.g.

concert, film festival, art show, auction, play, or a dance recital) to identify the

time, location, and purpose of the event.

I can select events appropriate for me and my classmates based on our interests,

availability, and purpose by listening to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, play, or a dance

recital).

I can read an advertisement about a community function (e.g. concert, film festival,

art show, auction…) to identify the time, location, and purpose of the event.

I can select events appropriate for me and my classmates based on our interests,

availability, and purpose by reading a short text advertising a community function

(e.g. concert, film festival, art show, auction …).

7.1. IM.B.4 Ask and respond to factual and

interpretive questions of a personal nature, on

school-related topics, and on some unfamiliar topics

and situations.

7.1. IM.B.5 Engage in short conversations about

personal experiences or events, topics studied in other content areas, and some unfamiliar topics and

situations.

SLO # 3 - Ask and answer questions related to personal choices forms of entertainment and

Exchange information related to facts about Theatre, films, artwork, famous artists by

recombining memorized words, phrases, and sentences in a culturally appropriate way

using digital tools and face-to-face communication.

Can do statements:

I can ask my classmates or members of the target culture about their entertainment

preferences.

I can answer questions about my entertainment preferences when questioned by my

classmates or members of the target culture.

I can ask for clarification when I don’t understand something (e.g. please repeat, I

don’t understand, did you say…?).

I can use appropriate reaction words when my classmates and members of the

target culture answer a question (e.g. me too, not me, that’s interesting, really?, That’s nice).

I can use digital tools and face-to-face communication to ask my classmates and

members of the target culture about their preferences (e.g. movies, plays, artists,

dancers, actors, singers, painters).




target culture answer a question (e.g. me too, not me, that’s interesting, really?,

that’s nice).

7.1. IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural

perspectives associated with targeted culture(s) to

create a multimedia-rich presentation on targeted themes to be shared virtually with a target language

audience.

7.1. IM.C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as

evidenced through the cultural products and cultural

practices associated with each.

SLO # 4 - Recombine previously studied material to create a multimedia-rich presentation showing how forms of entertainment are influenced by culture, geography and media in the

home and target cultures.

Can do statements:

I can use short sentences and digital tools to create a presentation that shows what

forms of entertainment are more popular and how they are influenced by culture,

geography, and media in my culture and the target culture.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW?

SKILLS

WHAT DO STUDENTS NEED TO BE ABLE TO DO?

Expressions related to :

Theatre Films

Art

Dance

Music

How to describe a movie, a book, or a painting

How to ask about preferences and give opinion

How to criticize a work of art

Grammar

The inversion

The comparative and superlative

Savoir and connaitre Demonstrative adjectives

Recall the conditional

Compare and contrast different forms of entertainment

Describe paintings including styles, colors, placement,

messages…

Analyze messages of different art work

Study and present famous French artists in different fields of

entertainment

Give an impression and critique different forms of entertainment

Read about the origin of traditional French artists/music

Discuss taste in television shows and music

Ask questions using inversion

Differentiating between knowing something/someone and

knowing information about something/someone

Recall passé compose

Recall the imparfait

Stage 2: Assessment Evidence:

Formative Assessments: Summative Assessments:

Daily written/verbal check-ins

Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket

Common Unit Assessment at end of each Unit – Required

Performance Task (See Below) - Required

Oral/written exams (Mid Marking Period)

Projects

Portfolios

Performance Assessment Task: (Presentational)

1. Create and present a multimedia presentation that gives information about a famous French artist in the world of

entertainment using authentic visuals and vocabulary.

2. Create and present a movie trailer to highlight a form of entertainment they’ve studied.

Scoring Criteria: See Appendix for appropriate rubric

Stage 3: Strategies:

Students use the target language in the three modes of communication to engage in the study of forms of entertainment and explore the role it

plays in developing a balanced lifestyle. They consider how cultural, geographic, and media forces influence people’s preferred forms of entertainment. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive: Students examine authentic written and video/audio texts such as advertisements, art blogs, magazine articles, and other texts related to theatre,

music, and dance, in the home and target cultures.

Research a French movie and write a composition/critique about it.

Study a famous French painting/painter and write an essay

Design an entertainment guide for your community in the target language

Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher and members of the target language community in which

they ask and answer questions and express preferences related to movies, plays, museums, books, songs, and dance styles.

Students will participate in a dialogue/role play discussing opinions and giving facts about famous artists and their contribution to the

world of entertainment

Interview teacher/classmates to discuss their views on a work of art

Post a response to a blog about a form of entertainment in the target language

Presentational: Students create a multimedia presentation to convey information about entertainment the US and in a French speaking country. They use sentence level discourse to describe what they and others do to have fun, which forms of entertainment are more popular among teens. They compare and

contrast practices and preferences related to choices of entertainment in the home and target cultures.

Create and present a multimedia presentation that gives information about a famous French artist in the world of entertainment using

authentic visuals and vocabulary

Create and present a movie trailer to highlight a form of entertainment they studied

Create a flyer to invite the public to an entertainment venue

Differentiation Strategies: Tiered Activities (leveled reading)

Flexible grouping based on ability/interest level

Interest-based options (product/process choice)

Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)

Technology integration

Suggested Resources:

Textbook “Bien dit” level 3

Best practices teacher guide

Online Textbook : Classzone:

http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1

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Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/

List of useful websites for world language teachers

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea

chers%20and%20Students.pdf

Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries

Literature: Novels, short stories, fables, legends, poems

Department of Education suggested assessment rubrics

http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf



http://webmail.trenton.k12.nj.us/exchweb/bin/redir.asp?URL=https://trentonchs.rosettastoneclassroom.com/en-US/

http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Teachers%20and%20Students.pdf



French Curriculum


Unit 2: Il était une Fois ! / Once Upon a Time !


CONTENT AREA:

World Languages

PROFICIENCY LEVEL:


Unit # 2

(23 days)

UNIT NAME :

Il était une Fois ! / Once Upon a Time !



Fairy tales, fables, and legends reflect the

culture from where they come

Important life lessons are learned through

our relationship s with others

Legends and fables are different genres and

they each have their own characteristics


How do we narrate past events?

Where do our fairy tales, fables, and legends come from?

What do we value in our lives?

How do love and friendship impact our lives?

What are literary genres and what are their characteristics?


7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of

people, places, objects, and daily activities.

7.1. IM.A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from

age- and level-appropriate, culturally authentic

materials.

SLO # 1 – - Identify the main idea, the moral, the characters and other significant details in readings from age- and level-appropriate, culturally authentic fairy tales, fables, and

legends.

Can do statements:

I can identify the main idea in a fable

I can identify the main characters

I can identify the plot (problem/solution)

I can identify the message/moral

I can interpret figurative language

7.1. IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on

school-related topics, and on some unfamiliar topics

and situations.

SLO # 2 - Participate in an online or face-to-face discussion with members of the target culture or classmates to exchange information regarding details of a culturally authentic

legend/fable.

7.1. IM.B.5 Engage in short conversations about

personal experiences or events, topics studied in other content areas, and some unfamiliar topics and

situations.

Can do statements:

I can use digital tools and face-to-face communication to ask and answer questions

about: a. The main character

b. The plot

c. location

d. moral message

I can explain the meaning of figurative language used in fables/legends

I can ask for clarification when I don’t understand something

7.1. IM.C.2 Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or

reports.

SLO # 3 – recombine previously studied materials to dramatize/recreate a traditional fable with a contemporary 21

st century twist

Can do statements:

I can give a short presentation of a traditional fable/legend

I can tell a story

I can summarize the plot of a fable/legend

7.1. IM.C.3 Use language creatively to respond in

writing to a variety of oral or visual prompts about

familiar and some unfamiliar situations.

SLO # 4 - - Recombine previously studied material to create a multimedia-rich presentation

showing how legends, fables, and fairy tales are influenced by culture, geography and

history in the home and target cultures.

Can do statements:

I can use short sentences and digital tools to create a presentation that shows how

legends, fables, and fairy tales are influenced by culture, geography, and history in

my culture and the target culture.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW? SKILLS


Literary terms used in legends and fables

Animals used in fables, fairytales, and legends

Expressions used to relate a sequence of events

Expressions setting the scene for a story

Expressions needed to start and end a story

Read and analyze French legends, fables, and fairy tales

Identify literary terms and find them in literature

Read about and discuss what traits create a legend, fable, or a

fairytale

Compare and contrast French legends to those of the US

How to tell what happened to someone else

Characteristics of legends, fables, or fairy tales

How to retell a story

Expressions that describe different phenomena

Expressions of opinion

How history and culture influence the interpretation of

legends, fables, and fairytales

Grammar

Review sentence structure Imparfait

Comparatives

Adjectives

Passé simple

Interpret the meaning/moral of a story

Understand the cultural significance of legends, fables, and

fairytales

Paraphrase stories in their own words

Design and invent a legend, fable, or a fairytale

Research famous traditional fables in the target culture

Understand how animals are personified in fables, legends, and

fairytales

Understand how historical events in a certain culture affect the

plot of its legends, fables, and fairytales

Infer the life lessons hidden in legends, fairytales, and fables

Relate the events in a story to your experience or the experience

of others




Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects

Portfolios

Students use the target language in the three modes of communication to engage in the study of Culturally authentic legends, fables, and fairytales

and explore the significance of the life lessons learned through these genres. They consider how cultural, geographical, and historical forces influence a country’s legends, fairytales, and fables. (Assessment of the interpretive mode may be in English; however, the text is always in the

target language.)

Interpretive: Students examine authentic written and video/audio texts related to fables, legends, and fairytales in the home and target cultures.

Watch a culturally authentic film about a legend or a fairytale ( Cyrano de Bergerac, beauty and the beast)

Cultural reading comprehension

Read a legend, fable, or a fairytale and complete graphs/organizer charts to demonstrate understanding of the plot, characters, conflict,

resolution, and the message learned

Rewrite the ending of a fairytale

Interpersonal: They engage in short unrehearsed/unscripted conversations and role plays with classmates, the teacher and members of the target language

community in which they ask and answer questions and express opinion related to legends, fairytales, and fables studied.

Students will participate in a role play of a legend , fairytale, or a fable read

Interview teacher/classmates on their favorite legend, fable, or fairytale (characters, plot, message, ending)

In groups, create a short legend, fable, or a fairytale

Performance Assessment Task: Students need to complete both

1. Read a legend, fable, or a fairy tale and complete organizer/charts to demonstrate understanding of the characters, plot,

conflict and resolution and the message learned. (Interpretive)

2. Students create and perform a summary of a legend, fable, or fairy tale. They use sentence level discourse to describe

setting, characters, plot, conflict, resolution and lesson learned. They compare and contrast the elements and

components of each genre. (Presentational)


Presentational: Students create and perform a summary of a legend, fairytale, or a fable. They use sentence level discourse to describe the setting, characters, plot, conflict, resolution, and lesson learned. They compare and contrast the elements and components of each genre.

Create and present a children story and illustrate it

Choose a legend, fable, or a fairy tale and create a multimedia presentation detailing the different components in the story

Perform a fable of Lafontaine and video tape it

Differentiation Strategies: Tiered Activities (leveled reading)










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French Curriculum


Unit 3: Une planète pour tout le Monde / One Planet for All


CONTENT AREA:

World Languages

PROFICIENCY LEVEL:


Unit # 3

(23 Days)

UNIT NAME :

Une planète pour tout le Monde

One Planet for All



Respect for and understanding of the

environment leads to a greater appreciation

for it

There are environmental issues that affect

our planet

It is important to protect the environment


What problems are threats to our environment?

What measures can we take to improve our environment?

Why is it vital to save/protect our planet?


7.1. IM.A.1 Compare and contrast information

contained in culturally authentic materials using

electronic information sources related to targeted themes.

SLO # 1 – Skim and scan culturally authentic target language materials from electronic

information sources and other sources to identify words and phrases associated with

creative environmental products and practices of the target culture(s).

Can do statements:

When listening to a video clip or reading a text that contains information about the

creative use of environmental products (e.g. art, clothing, paper products) I can:

a. Identify key words and phrases.

b. Determine how the products are similar and different in the United States and the countries where the language I am studying is spoken.

7.1. IM.B.1 Use digital tools to participate in short

conversations and to exchange information related to a variety of familiar topics and some unfamiliar

topics.

SLO # 2 - Exchange information gathered about environmental issues, problems, and

practices using digital tools.

Can do statements:

I can use digital tools and face-to-face communication to ask questions about

environmental issues, problems, and practices as they relate to our planet

I can use digital tools and face-to-face communication to answer questions about

environmental issues, problems, and practices as they relate to our planet


target culture answer a question (e.g. me too, not me, that’s interesting, really, that’s nice).



7.1. IM.C.1 Synthesize information related to the

cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to

create a multimedia-rich presentation on targeted

themes to be shared virtually with a target language audience.

7.1. IM.C.4 Synthesize information found in age-

and level-appropriate culturally authentic materials.

SLO # 3 - Create and present a multimedia-rich presentation that retells information related

to creative ways to protect and save the planet as found in age- and level-appropriate culturally authentic materials orally or in writing.

Can do statements:

I can create a multi-media presentation in which I recombine words, phrases, and

sentences to tell how someone from the target culture finds creative solutions to the

environmental problems

7.1. IM.C.5 Compare the cultural perspectives of

the target culture(s) with those of one’s own culture, as evidenced through the cultural products and

cultural practices associated with each.

SLO # 4 - Describe in writing environmental problems and possible solutions from the

home and target cultures.

Can do statements:

I can create a written piece for a real audience in which I recombine words, phrases

and sentences to tell what I have learned about the threats to our planet and suggest

solutions to protect our resources and improve our quality of life in the home and target cultures.

CONCEPTS

WHAT DO STUDENTS NEED TO KNOW? SKILLS


● The names of commonly recycled items

● Names of natural phenomena

● Environmental issues and solutions ● The structures necessary to:

○ Describe and ask and answer questions related to

recycling practices (e.g. clean up, conserve, preserve,

recycle, reintroduce, and reprocess) in the present time frame

● Identify environmental issues, concerns and practices in the

target culture and identify the main idea in authentic articles from

electronic information sources and other sources.

Exchange information with classmates, the teacher, and other

target-language speakers in the community, regarding creative

solutions to protect the planet and save our resources

Create a multimedia presentation displaying creative planning

and practices to save the planet from the target culture using

○ Indicate the location of specific items

● Communication strategies to facilitate conversations related to the theme

● Expressions associated with recycling materials

● Symbols of recycling in target culture

● Memorized and frequently practiced questions associated with number, color, location and type of recyclable items

● Vocabulary of renewable resources, such as water, electricity,

and paper ● The structures necessary to:

○ Give and respond to memorized commands associated

with reduce, reuse, and recycle

○ Indicate frequency

Grammar

Affirmative and negative commands

Imperfect versus past

Introduce subjunctive with impersonal expressions

digital tools such as wikis and blogs.

Describe environmental issues and threats in the US and in the

target cultures.

Make predictions and express assumptions

Research and present global environmental issues

Tell people how to protect and preserve the planet




Group conversations

Group activities

Online activities

Think-Pair-Share

3-2-1 Reflections

2 Stars and a wish

Exit Ticket




Projects Portfolios

Students use the target language in the three modes of communication to explore how members of the target culture communities do their part in

protecting the environment and plan to solve problems that affect the planet. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)

Interpretive: They interpret authentic written and video/audio texts, such as blogs, government sites, public service announcements, and short video clips that

focus on environmental issues in the target culture(s).

Read a culturally authentic article and write a letter to your congressman suggesting ideas to make your community a model go green

place to live in.

Interpersonal: They exchange information with classmates, the teacher, and other target-language speakers in the community, regarding environmental threats

and solutions.

Participate in dialogues/debates about the pros and cons of going green and why the planet needs saving

Presentational:

They create a blueprint of a plan to protect the environment.

Create and present a brochure to educate and encourage your community to become proactive in preserving resources.

Differentiation Strategies:

Tiered Activities (leveled reading)


Performance Assessment Task: Students need to complete both

1. Connect with a target language classroom through e-mail to discuss global environmental concerns with peers in the

target culture and exchange information related to pollution and global warming. (Interpersonal)

2. Design a contest between the your classroom and the target culture classroom in which students make a list of practices

their class will resolve to follow for two weeks to help the environment. Share practices across both cultures via a Wiki,

blog, or Skype. (Presentational)










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Appendix A

Assessments/Strategies/Resources:

1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain

visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before

sharing them with the class.*

2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist

office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive

map.*

3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before

students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to

what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of

instruction.

4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to

provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on

“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *

5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a

means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it

represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and

what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *

6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,

restaurants, and hotels. *

http://www.youtube.com/

http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp

http://earth.google.com/

7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.

Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for

understanding and reinforcement.

8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize

language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the

role-play.

9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations

on-line for this activity.

10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a

question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;

and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and

engage students in comprehending the reading material.

11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go

to World Language Curriculum page for the “Three Steps of TPR Storytelling”.

12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are

good about a piece of work. One Wish = one thing that can be improved and made better.

13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by

using word strips and questioning techniques.

14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to

check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or

and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*

(*Adapted from World Languages Standard in Action – N

Appendix B

Common Core State Standards

The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate

person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide

applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:

Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning

Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.

The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal

area of Communication.

Interpersonal (speaking + listening or writing + reading)

Interpretive (reading, listening, viewing)

Presentational (writing, speaking, visually representing)

The Common Core Strand of Language is described for language learners through proficiency levels that outline three key

benchmarks achieved in world language programs given sufficient instruction over time:

Novice (beginning level)

Intermediate

Advanced

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing

or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under

investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards

for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style

and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression. Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,

www.actfl.org (June 21, 2013) Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.

Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at

http://flenj.org/CAPS?page=parent.

http://www.actfl.org/

http://flenj.org/CAPS?page=parent

Appendix C



Intermediate Interpersonal Rubric

Exceeds Expectations Meets Expectations Does Not Meet Expectations

How well does the student

communicate?

(Text Type)

Student creates with language by using strings of sentences.

Student creates with language by using simple sentences and some strings of

sentences.

Student uses simple sentences, isolated words, and memorized

phrases.

How well am is the student

understood?(Comprehensibility)

Student is consistently

understood.

Student is generally understood. Student is sometimes difficult to

understand.


understand?(Comprehension)

Responses are mostly logical and

on topic.

Responses are generally logical and on

topic.

Responses are occasionally logical

and on topic.

What kind of vocabulary does the

student use?

(Language Use and Vocabulary)

Student uses a wide range of

vocabulary appropriate to the

topic most of the time.

Student uses a range of vocabulary that

accomplishes the task. However,

occasionally may use the wrong word or

expression.

Student uses basic vocabulary and

resorts to English when unable to

communicate the message.

How well does the student keep the

conversation going?

(Communication Strategies)

Student asks and answers

questions to maintain the

conversation and to clarify. At times, paraphrases to clarify

meaning.

Student maintains a simple conversation

by asking some questions, but doesn’t

ask for clarification.

Student responds to basic, direct

questions, and asks simple questions.

How well does student

demonstrate cultural

understanding?

(Cultural Awareness)

Student generally demonstrates

awareness of cultural appropriateness.

Student occasionally demonstrates

awareness of cultural appropriateness

Student does not demonstrate an





Intermediate Interpretive Rubric


Can the student identify the

main idea?

Student identifies the main ideas

presented in text.

Student identifies the main ideas of

the text.

Student does not identify the main ideas of the

text.

Can the student understand

supporting details?

Student understands most supporting

details of the text.

Student understands some

supporting details.

Student understands a few of the supporting

details.

Can the student infer

meaning?

Student understands the meaning of most cognates and word families.

Student derives the meaning of new words from context.

Student infers the author’s intent.

Answers demonstrate some cultural

awareness.

Student understands the meaning of some cognates and word families.

Student derives meaning of a few new words from context.

Student partially infers the author’s

intent.

Answers demonstrate little cultural

awareness.

Student understands the meaning of few cognates and word families.

Student does not derive the meaning of new words from context.

Student does not infer the author’s intent.

Answers do not demonstrate cultural

awareness.




Intermediate Presentational Rubric (Speaking/Writing)

Exceeds Expectations Meets Expectations Does not meet Expectations


communicate?

(Text Type and Language

Control )

Student creates with language by using

strings of sentences and is generally

accurate.

Student creates with language by

using simple sentences and some

strings of sentences and is

occasionally accurate.

Student uses simple sentences, isolated words,

and memorized phrases with accuracy.

What kind of

vocabulary does the

student use? (Vocabulary Use)

Student uses a wide range of

vocabulary appropriate to the topic.

Student uses a range of vocabulary

that accomplishes the task.

However, occasionally may use the wrong word or expression.

Student uses basic vocabulary and resorts to

English when unable to find the appropriate

target language vocabulary.

How well is the student

understood?

(Comprehensibility)

Student is generally understood by

those unaccustomed to the speaking/writing of language learners.

Student is generally understood by

those accustomed to the speaking/writing of language

learners.

Student is understood with occasional difficulty by those accustomed to the speaking/writing of language learners.


capture and maintain the

audience’s attention?

(Impact)

Student makes good choices of

phrases, images, and content to maintain the attention of the audience.

Student sometimes uses phrases,

images, and content to maintain the attention of the audience.

Student uses mostly gestures or visuals to

maintain audience’s attention. Uses some phrases, but the vocabulary conveys very

basic information.

How organized and fluent

is the presentation?


Student organizes the presentation in a logical manner. Student speaks/writes

with fluency.

Student organizes the presentation in a logical manner. Student may pause

a few times, disrupting the flow of

the presentation.

Student focuses mostly on the completion of the task; pays little attention to the

organization and flow of my presentation.

How well does student


understanding?


Student generally demonstrates


Student occasionally demonstrates

awareness of cultural

appropriateness

Student does not demonstrate an awareness of

cultural appropriateness.


Student Intermediate Interpersonal Rubric

Exceeds Expectations Meets Expectations Does not meet Expectations

How well do I

communicate?

(Text Type)

I create with the language by

using strings of sentences.

I create with language by using simple

sentences and some strings of sentences.

I use simple sentences, isolated words, and

memorized phrases.

How well am I understood?

(Comprehensibility)

I am consistently understood. I am generally understood. I am understood with occasional difficulty.

How well do I understand?

(Comprehension)

My responses are mostly

logical and on topic.

My responses are generally logical and on

topic.

My responses are occasionally logical and on

topic.

What kind of vocabulary do

I use?

(Language Use and Vocabulary)

I use a wide range of vocabulary appropriate to the


I use a range of vocabulary that accomplishes the task. However,

occasionally I may use the wrong word or

expression.

I use basic vocabulary and resort to English when I am unable to communicate my

message.

How well do I keep the

conversation going?


I ask and answer questions to

maintain the conversation and

to clarify. At times, I paraphrase to make myself

understood.

I maintain a simple conversation by asking

some questions, but I don’t ask for

clarification.

I respond to basic, direct questions, and ask

simple questions.

How well do I demonstrate

cultural understanding? (Cultural Awareness)

I generally demonstrate


I occasionally demonstrate awareness of

cultural appropriateness

I do not demonstrate an awareness of cultural

appropriateness.



Student Intermediate Interpretive Rubric


Can I identify the

main idea?

I identify the main ideas presented in

text.

I identify the main ideas of the text.

I do not identify the main ideas of the

text.

Can I understand

supporting details?

I understand most supporting details

of the text.

I understand some supporting

details.

I understand few supporting details.

Can I infer meaning? I infer the meaning of most cognates

and word families.

I derive the meaning of many new

words from context.

I infer the author’s intent.

My answers demonstrate some

cultural awareness.

I infer the meaning of some

cognates and word families.

I derive the meaning of a few new

words from context.

I partially infer the author’s intent.

My answers demonstrate little

cultural awareness.

I infer the meaning of few cognates and

word families.

I do not derive the meaning of new

words from context.

I do not infer the author’s intent.

My answers do not demonstrate cultural

awareness.


Student Intermediate Presentational Rubric (Speaking/Writing) Exceeds Expectations Meets Expectations Does not meet Expectations

How well do I

communicate?

(Text Type and

Language Control )

I create with the language by using strings of sentences and

am generally accurate.

I create with language by using simple sentences and some strings of sentences and

am occasionally accurate.

I use simple sentences, isolated words, and memorized phrases with accuracy.

What kind of

vocabulary do I use?

(Vocabulary Use)

I use a wide range of vocabulary appropriate to the


I use a range of vocabulary that accomplishes the task. However,

occasionally I may use the wrong word or

expression.

I use basic vocabulary and resort to English when I am unable to communicate

my message.

How well am I

understood?

(Comprehensibility)

I am generally understood by

those unaccustomed to the speaking/writing of

language learners.

I am generally understood by those

accustomed to the speaking/writing of language learners.

I am understood with occasional difficulty

by those accustomed to the

speaking/writing of language learners.

How well do I

capture and maintain

my audience’s

attention? (Impact)

I make good choices of phrases, images, and content to

maintain the attention of the

audience.

I make some good choices of phrases, images, and content to maintain the attention

of the audience.

I use mostly gestures or visuals to maintain audience’s attention. I use some phrases,

but my vocabulary conveys very basic

information.

How organized and

fluent is my

presentation? (Communication

Strategies)

I organize my presentation in a

logical manner. I speak/write

with fluency.

I organize my presentation in a logical

manner. I pause a few times, disrupting the

flow.

I focus mostly on the completion of the

task; I pay little attention to the

organization and flow of my presentation.

How well do I


understanding?


I generally demonstrate


I occasionally demonstrate awareness of

cultural appropriateness

I do not demonstrate an awareness of

cultural appropriateness.

Appendix D

Websites

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)

http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)

http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance

Descriptors)

http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)

http://flenj.org/CAPS?page=parent (Rubrics)

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/

http://www.state.nj.us/education/aps/cccs/wl/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://actflproficiencyguidelines2012.org/

http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/


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