cg wloe 2 2013 - iredell-statesville · • review present progressive ... - postcard - letter -...

World Languages Level 2

2013-14 Curriculum Guide

Iredell-Statesville Schools

WORLD LANGUAGES OTHER THAN ENGLISH: LEVEL 2

Table of Contents

Year at a Glance/ Semester at a Glance ........................................................................................................................................................1

Topic Overview ..............................................................................................................................................................................................2-3

Vocabulary to Teach ......................................................................................................................................................................................4-7

How the Standards are Arranged ..................................................................................................................................................................8

Standard 1 (interpersonal communication): Connections to Language and Literacy ...................................................................................9

Standard 1 (interpersonal communication): Connections to Other Disciplines ...........................................................................................10

Standard 1 (interpersonal communication): Communities ...........................................................................................................................10

Standard 2 (listening & reading): Connections to Language and Literacy ....................................................................................................11-12

Standard 2 (listening & reading): Connections to Other Disciplines .............................................................................................................12

Standard 2 (listening & reading): Communities ............................................................................................................................................13

Standard 3 (writing & speaking): Connections to Language and Literacy .....................................................................................................14-15

Standard 3 (writing & speaking): Connections to Other Disciplines .............................................................................................................16-17

Standard 3 (writing & speaking): Communities .............................................................................................................................................17

Standard 4 (cultures): Connections to Language and Literacy ......................................................................................................................18

Standard 4 (cultures): Connections to Other Disciplines...............................................................................................................................19

Standard 4 (cultures): Communities ..............................................................................................................................................................19

LEVEL 2 WORLD LANGUAGES OTHER THAN ENGLISH

1

A Year at a Glance • Please consult WLOE topic overview chart for detailed

outline

• Topics allotted to each time period are to be completed by

the end of the stated time period

1st Quarter 1. Review Topics from Level 1

2. House/My room

2nd Quarter 3. House/My room (finish)

4. Daily Routine

5. Vacations

3rd Quarter 6. Vacations

7. Travel

4th Quarter 8. Around Town

9. Flex Time (final exam review, etc.)

Semester at a Glance • Please consult WLOE topic overview chart for detailed

outline

• Topics allotted to each time period are to be completed by

the end of the stated time period

Week 1 – Week 4.5 1. Review topics from Level 1

2. House/My room

Week 4.5 – Week 9 (end of 1st Quarter) 3. House/My room (finish)

4. Daily Routine

5. Vacations (begin)

Week 9– Week 13.5 6. Vacations (end)

7. Travel

Week 13.5 – Week 18 (end of 2nd Quarter) 8. Around Town

9. Flex Time (final exam review, etc.)


2

WLOE Level 2 - Topic Overview TOPIC VOCABULARY GRAMMAR CULTURE SUGGESTED BEST

PRACTICES

Level 1 Review

• ABC, Greetings, Numbers 1-

1,000, personal

description/adjectives,

interrogatives, nationality,

frequency adverbs, common

verbs (meanings)

• Sentence structure

(negative word order,

adjective placement)

• Regular verb

conjugations,

• Irregular verbs

(Spanish: ir, ser,

estar, tener, jugar,

gustar) (French:

avoir, aller, faire,

etre, pouvoir, vouloir)

• Short form

possessive

adjectives/possession

w/ “de”

• Geography/map

• Formal v informal

• Greetings, gestures

• Bingo

• Daily oral practice

• Picture descriptions

• Review games

• Web practice

• Online assignments

• Conjuguemos.com

House

• Review colors

• Rooms of the house

• Furniture/appliances

• Room specific items

• Review prepositions

of place

• Irregular present

tense verbs

(Spanish:-go/-jo/ -

zco verbs, dar, ver)

• To know v to know

• Ser v estar (Spanish)

• Stem changers

• 2 verb expressions

• Present Progressive

• Floor/leveling

• Architectural

designs

• Differences in

furniture

• Housing based on

affluence.

• Household chores

• Floor plans (label,

describe, location,

information gap)

• Mnemonic

• Review clothing and body

parts

• Special events

• Review Present

Progressive

• Reflexive verbs

• Coming of age

(Spanish:

Quinceñera)

• Simon says

• Daily schedules

• Songs


3

Daily routine

• Daily routine • Demonstrative

adjectives

• Adverbs of place

• Comparatives and

superlatives

• Concept of an

allowance

• Bathing habits

• Dress code

• Monster

descriptions

• Celebrity

superlatives

• Latino List (HBO

Documentary)

Vacation

• Review places

• Vacation activities

• Personal information

• Vacation plans

• Regular

preterite/passé

compose (avoir)

(Spanish: -car, -zar, -

gar)

• Object Pronouns

(direct, indirect,

double object,

attached)

• Vacation scheduling

• Different

accommodations

• Hotel amenities

• Tourist attractions

• Travel etiquette

• Tipping

• Travel safety

• Skits/role playing

dialogues

• Brochures

• Listening activities

• Filling out forms

• Booking web sites in

target language

• Hotel/travel info in

target language

• Manipulative for

object pronouns

Travel

• Review numbers

• Transportation

• Air travel

• Irregular

preterite/passé

composé (etre)

• Currency conversion

• Reading maps (road,

tourist, metro)

• Public

transportation

• City design/layout

• Dialogues

• Travel ads online

• French: Dr Mrs

vandertramp

Tontito Frito song

(youtube)

Around Town

• Errands

• Internet

• Giving directions

• Making plans/invitations

• What do you do?

• Review Object

Pronouns

• Commands (Spanish:

reg/irreg affirmative

tú commands)

• Technology

language, borrowed

from English

• Concept of time

• Differences in how

free time is spent

• Discuss a “plaza”.

• Driving

practices/habits

• Google earth/maps

• Simon says

• Online movie

times/concert

announcements

• Role playing

SUGGESTED VOCABULARY LISTS FOR LEVEL TWO TOPICS

4

REVIEW UNIT HOUSE MY ROOM BODY PARTS CLOTHES See Level 1 Review

(Topic Overview)

house

garage

roof

door

window

hallway

stairs

fireplace

living room

-couch

-tv

- DVD player

-armchair

-rug

dining room

- table

- chair

- curtains

- tablecloth

bathroom

- shower

- toilet

- bathroom sink

- mirror

- bathtub

kitchen

- sink

- refridgerator

- stove

- oven

- microwave

- dishwasher

bedroom attic

porch

pool

laundry room

home office

ground floor

basement

deck

patio

bed

dresser

mirror

nightstand

closet

armoire

lamp

cellphone charger

alarm clock

book shelf

computer

printer

stereo

videogame system

wall

poster

blinds

head

face

ears

eyes

nose

mouth

lips

teeth

tongue

neck

shoulders

back

chest

arms

elbows

wrists

hands

fingers

fingernails

stomach

waist

hips

rear end

legs

knees

ankles

feet

toes

shirt

pants

tie

suit

dress

skirt

shorts

t-shirt

“hoodie”

jacket

shoes

socks

stockings

hat

cap

belt

underwear

jewelry


5

DALIY ROUTINE SPECIAL EVENTS VACATION:

GENERAL/HOTEL

VACATION:

CAMPING

VACATION:

BEACH

VACATION:

SKI RESORT

soap

shower

towel

shampoo

toothpaste

toothbrush

deodorant

perfume/cologne

hair dryer

flat iron

curling iron

contact lenses

hair brush

comb

make-up

nail polish

razor

shaving cream

lotion

cream

gel

hairspray

wedding

formal dance

audition

interview

coming of age

celebration

contest

competition

concert

sporting

event/game

party

festival

date

tourist

traveler

amusement park

to take a cruise

to pack a suitcase

to take a tour

tour guide

to sightsee

to stay

hotel

rates/price

swimming pool

hostel

room

single

double

private bath

air conditioning

elevator

bell hop

front desk

key

to fish

to go camping

tent

sleeping bag

bug spray

flashlight

campfire

firewood

marshmallows

to go on a picnic

to go for a hike

to rock climb

mountaineer

bathing suit

swim trunks

sandals

sunglasses

tanning/sunscreen

waves

sand

beach

beach towel

lifeguard

bucket

pail

sun umbrella

to sunburn

to lay out

to tan

to water-ski

to surf

to swim

to snorkel

boots

gloves

scarf

ski resort

ski lift

lift ticket

ski runs/slopes

snow

snowman

snowboarding

snow board

skis

ski poles


6

TRANSPORTATION AIR TRAVEL AROUND TOWN FORMS & PERSONAL INFO

transportation

public transportation

bus

bus station

bus stop

train

train station

sports car

van/minivan

truck

airplane

airport

metro

metro stop

metro line

moped

motorcycle

taxi

taxi driver

map

schedule

avenue

highway

street

road

stoplight

traffic

pedestrian

policeman

crosswalk

driver’s license

airport

plane

suitcase

luggage

carry-on

luggage

passenger

pilot

flight

attendant

ticket

one way

round trip

boarding pass

visa

passport

id

to fly

seat

aisle

window

row

to board

to check

luggage

to check

through

to last

layover/one

stop

non-stop

to take off

to land

delay

to disembark

to claim

luggage

baggage claim

airfare

fee/charge

departure

arrival

gate

signs/screens

waiting area

city blocks

corner

statue

fountain

plaza

sidewalk

bridge

traffic circle

downtown

park

bank

stadium

sporting event

concert

pharmacy

medicine

gas station

supermarket

- groceries

restaurant /café

- menu

- bill

- waiter

post office

- package

- postcard

- letter

- stamps

- phone cards

doctors office

convenience store

movie theater

- movie

- movie premiere

- popcorn

- candy

- soda

- 3D

theater

- a play

- a musical

mall

dance club

parking lot

parking space

tickets (entry)

to see…

to buy

to spend money

to pay

to sell

to park

to go for a

walk/stroll

to take pictures

to cheer

to yell

to fill a

prescription

to fill a gas tank

to buy groceries

to order

to send

to have an

appointment

to discuss

to park

to cross the street

to turn

to continue

to go straight

to call a cab

to take (a line on

the metro)

to change (trains)

to the left

to right

on the corner

in the middle

close to

near

far

around

across from/facing

behind

between

to the side of

/beside

at the end of

first name

middle name

last name

title

address

apartment #

city

state

country

zip code

cell phone

email address

birth date

credit card

cash

debit card

expiration date


7

INTERNET & TECHNOLOGY WORDS TRIGGER WORDS FOR SPANISH

PRETERITE TENSE

TRIGGER WORDS FOR FRENCH

PASSÉ COMPOSÉ

to upload

@ symbol

to download

.com

delete

send

online

email address

keyboard

cursor

mouse

screen

monitor

battery

USB

virus

security

drive

to install

to print

to copy

cut

paste

save

backup

to text

DVD

CD

webpage

internet

cyberspace

web site

search engine

browser

homepage

to log on

to log

off

wireless

… access

…card

…network

hacker

to click

social media

to “Google”

bookmark

password

user

user name

link

file

backslash

search

cell phone

iPod

mp3

DVD player

camera (digital)

anoche

ayer

anteayer

Un día

ayer …

por la mañana

por la tarde

por la noche

el/la _______

pasado(a)

hier soir

hier

un jour

l’autre jour

l’année passée

la semaine dernière

une fois

World Languages Level 2 Curriculum Guide

How to use this document The World Language other than English (WLOE) level two curriculum guide is based on the LinguaFolio Self Assessment

Protfolio and the North Carolina WLOE Essential Standards. Links to the LinguaFolio Self Assement Portfolio can be accessed at

http://www.ncssfl.org/LinguaFolio/index.php?checklists. The map below outlines the standards (NCDPI) and I can statements

(LinguaFolio). The pages following this are the unpacking of the standards and are to be used as your curriculum guide as you plan

instruction this year. The document is designed to reach all teachers of a level 2 world language.

* See page 12 on the World Language Essential Standards document for an expanded chart of exit proficiencies by level.

http://www.dpi.state.nc.us/docs/acre/standards/new-standards/foreign-language/world-language.pdf

8

WORLD LANGUAGES OTHER THAN ENGLISH

Level 2

Exit Proficiency Standards

STANDARD #1 Use the language to engage in interpersonal communication

(Conversation)

STANDARD #2 Understand words and concepts

presented in the language (Reading & Listening)

STANDARD #3 Use the language to present information (Writing & Speaking)

STANDARD #4 Compare the students’

culture and the target culture

Connections to Language & Literacy (CLL)

Novice Mid


Novice Mid (Speaking)

Novice High(Writing)


Novice High


Novice High

Connections to Other Disciplines (COD)

Novice High

Communities (CMT) Novice High


Novice High

Communities (CMT) Novice High


Novice Mid (Speaking)

Novice High (Writing)

Communities (CMT) Novice Mid (Speaking)

Novice High (Writing)


Novice Mid

Communities (CMT) Novice Mid


9

Essential Standard: #1 Use the language to engage in interpersonal communication (dialogue) Clarifying Objectives: NH.CLL.1.1. Use simple phrases and short sentences to exchange information about familiar topics.

NH.CLL.1.2. Generate conversations using familiar vocabulary and structures in short social interactions.

NH.CLL.1.3. Generate responses to familiar questions, statements, commands, or other stimuli.

NH.CLL.1.4. Use simple questions about familiar topics to acquire needed information.

NH.COD.1.1. Use simple phrases and short sentences to exchange information about topics in other disciplines.

NH.COD.1.2. Generate simple responses to questions, statements, commands, or other stimuli in various classes across the disciplines.

NH.COD.1.3. Understand how to ask simple questions about familiar topics to acquire needed information for classes in other disciplines.

NH.CMT.1.1. Use simple phrases and short sentences in short social interactions.

NH.CMT.1.2. Carry out short interactions on familiar topics, such as family, friends, and activities, with people from the target culture or

communities of learners of the same target language.

Unpacking: What does this standard mean that a student will know and be able to do?

Learning Target “I can…” Criteria for Success “I will…”

CLL: Connections to Language and Literacy

• Use simple phrases and short sentences to exchange

information about familiar topics

NH.CLL.1.1

• I will order a meal at different times of the day

• I will make a purchase in varying locations (movie tickets,

transportation, buying a ticket, stores, etc)

• I will make a hotel reservation

• Generate conversations using familiar vocabulary and

structures in short social interactions

NH.CLL.1.2

• I will ask and express someone’s nationality

• I will ask and tell about family members and their characteristics

• I will ask and tell about friends , classmates, and teachers

• Generate responses to familiar questions, statements,

commands, or other stimuli

NH.CLL.1.3

• I will ask about and identify familiar things in a picture from a story

• I will tell someone how to get from one place to another, such as

go straight, turn left, or turn right.

• I will tell someone where something is located, such as next to,

• across from, or in the middle of.

• Use simple questions about familiar topics to acquire

needed information

NH.CLL.1.4

• I will ask and express a home address and email address

• I will ask and respond to simple questions about dates, times,

places, and events on schedules, posters, and tickets.

• I will ask for directions to a place


10

COD: Connections to Other Disciplines

• Use simple phrases and short sentences to exchange

information about topics in other disciplines

NH.COD.1.1

• I will respond to simple questions about math problems in class

using graphs

• I will ask about and identify important information about the

weather using a map

• Generate simple responses to questions, statements,

commands, or other stimuli in various classes across the

disciplines

NH.COD.1.2

• I will be able to use currency conversions

• I will be able to use temperature conversions

• I will be able to identify weather and season patterns in the target

countries

• I will be able to describe geographical features

• I will use specialized vocabulary to respond to questions in other

disciplines.

• Understand how to ask simple questions about familiar

topics to acquire needed information for classes in other

disciplines

NH.COD.1.3

• I will use specialized vocabulary(math, science, etc) relevant to

topics in other disciplines

• I will recognize literary and historical contributions to other topics

• I will use question words appropriately

CMT: Communities

• Use simple phrases and short sentences in short social

interactions

NH.CMT.1.1

• I will order a meal.

• I will make a purchase.

• I will buy a ticket.

• Carry out short interactions on familiar topics, such as

family, friends, and activities, with people from the target

culture or communities of learners of the same target

language

NH.CMT.1.2

• I will accept or reject an invitation to do something or go

somewhere.

• I will invite and make plans with someone to do something or go

somewhere.

• I will exchange information about where to go, such as to the

store, the movie theatre, a concert, a restaurant, the lab, or when

to meet.


11

Essential Standard: #2 Understand words and concepts presented in the language (listening and reading) Clarifying Objectives: NH.CLL.2.1 Understand ideas on familiar topics expressed in short sentences and frequently used expressions.

NH.CLL.2.2 Summarize spoken messages and announcements about familiar topics.

NH.CLL.2.3 Summarize simple texts containing familiar vocabulary in terms of the main ideas and supporting details.

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.COD.2.1 Understand spoken and written commands about other disciplines in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.2.2 Understand the meaning of short messages used in the target culture or by communities of learners of the same target language.



Connections to Language and Literacy

• Understand ideas on familiar topics expressed in short

sentences and frequently used expressions.

NH.CLL.2.1

Listening & Reading:

• I will understand short conversations about hobbies and sports.

• I will understand conversations related to daily life and routine.

• I will understand short descriptions of people I know.

• I will follow directions and instructions, such as those for using

public transportation, making telephone calls, or locating parking.

• I will understand words and phrases that are on common public

information signs

• Summarize spoken messages and announcements

about familiar topics

NH.CLL.2.2

Listening:

• I will understand an announcement on the school intercom related

to school activities.

• I will understand a phone message, such as when and where to

meet a friend.

• I will understand when and where an event will take place, such

as a concert or sporting event.

• I will understand a radio advertisement for products I know

• Summarize simple texts containing familiar vocabulary

in terms of the main ideas and supporting details


• I will understand information from advertisements, brochures,


12

NH.CLL.2.3

lists, menus, or schedules.

• I will can understand personal notes, emails, or postcards.

• Compare simple fiction texts with non-fiction texts

about familiar topics

NH.CLL.2.4

Reading:

• I will read comics and follow the story line.

• I will understand short descriptions or reviews in TV or

entertainment guides.

• I will read parts of the newspaper related to my interest and

identify some ideas.

• I will interpret a train schedule.

• I will locate and understand Internet sites related to my interest

and identify some ideas.

• I will interpret a population graph.

• I will interpret a history timeline


• Understand spoken and written commands about

other disciplines in the target language.

NH.COD.2.1


• I will understand school registration forms.

• I will understand information asked for on an international student

identification card.

• I will understand what is needed on a hotel registration form.

• Analyze simple texts containing familiar vocabulary

from other disciplines in terms of the main ideas and

supporting details

NH.COD.2.2

Listening &Reading:

• I will understand familiar stories that follow a logical order.

• I will understand a simple story acted out with props and gestures

• Interpret simple processes from other disciplines

using the target language

NH.COD.2.3

Reading:

• I will use an ATM machine.

• I will purchase stamps from a machine.

• I will make an online purchase.

• I will be able to read schedules (train, metro, etc)

• I will use conversions (exchanging money)


13

CMT: Communities

• Understand practices, products, and perspectives on

familiar topics from simple texts

NH.CMT.2.1

Reading & Listening:

• I will follow directions and instructions, such as those for using

public transportation, making telephone calls, or locating parking.

• I will understand words and phrases that are on common public

information signs.

• Understand the meaning of short messages used in

the target culture or by communities of learners of the

same target language

NH.CMT.2.2

• I will follow directions when a map is provided.

• I will follow classroom instructions without repetition


14

Essential Standard: #3 Use the language to present information to an audience (writing and speaking) Clarifying Objectives Presentational Speaking NM.CLL.3.1 Use memorized words and phrases in presentations on familiar topics, such as likes, dislikes, emotions, everyday activities, and

immediate surroundings.

NM.CLL.3.2 Use the language to recite and act out simple poetry and songs from the target culture.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

NM.COD.3.1 Use memorized words and phrases about the weather, date, seasons, numbers, and daily classroom activities to give a spoken or

written presentation.

NM.COD.3.2 Use memorized words and phrases to describe common objects and actions related to other disciplines.

NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NM.CMT.3.1 Use memorized words and phrases to describe arts, sports, games, and media from the target culture.

NM.CMT.3.2 Use memorized words and phrases to participate in school or community events related to the target culture.

Clarifying Objectives Writing

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary

NH.COD.3.1 Use the target language to give short spoken or written presentations about familiar academic topics.

NH.COD.3.2 Produce a sequence of simple phrases and short sentences relating common themes in other disciplines.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.CMT.3.1 Use simple phrases and short sentences to describe arts, sports, games, and media from the target culture.

NH.CMT.3.2 Use simple phrases and short sentences to present information in school or community events related to the target culture.




• Use memorized words and phrases in presentations on

familiar topics, such as likes, dislikes, emotions, everyday

activities, and immediate surroundings

NM.CLL.3.1

Speaking:

• I will state my name, age, and where I am from.

• I will give my phone number, home address, and email address.

• I will describe my physical appearance.

• I will describe my personality

• I will express which sports I like and don’t like.

• I will express my favorite free-time activities and those I don’t

like.


15

• I will state my favorite foods and drinks and those I don’t like

• I will identify my classes and when they occur.

• I will state activities and times in my daily schedule

• Use the language to recite and act out simple poetry and

songs from the target culture

NM.CLL.3.2

Speaking:

• I will sing culturally relevant songs from the target culture

• I will recite culturally relevant poetry

• Use appropriate pronunciation and voice inflection in

spoken presentations

NM.CLL.3.3

Speaking:

• I will put appropriate stress on accented syllables when speaking

• I will correctly produce letters with difficult pronunciation (Spanish:

h/j/rr, etc. French: nasal vowels/r)

• I will recognize regional/cultural differences in pronunciation

• I will use appropriate liaisons (French)

• Create simple phrases and short sentences in spoken or

written presentations to provide information about

familiar topics

NH.CLL.3.1

Speaking &Writing:

• I will write a description of my family and friends.

• I will describe my school.

• I will write a description of myself.

• I will write describe my work place.

• I will describe what I do during the weekend.

• I will describe what happens at a sports event.

• I will describe an experiment.

• I will write a postcard.

• I will write a short message.

• I will write a short announcement.

• I will write a thank-you note.

• I will write a short electronic message asking for information.

• I will handwrite a short note asking for information.

• Use the language to recite and act out poetry, songs, and

simple stories from the target culture

NH.CLL.3.2

• I will sing culturally relevant songs from the target culture

• I will recite culturally relevant poetry

• I will perform simple stories in the target language

• Produce simple dialogues and short skits using familiar

structures and vocabulary

NH.CLL.3.3

Writing:

• I will create simple dialogues and short skits based on thematic

vocabulary and grammar.


16


• Use memorized words and phrases about the weather,

date, seasons, numbers, and daily classroom activities to

give a spoken or written presentation.

NM.COD.3.1

Speaking:

• I will be able to describe daily calendar events

• I will be able to title my papers correctly using the correct cultural

expression (Dates, etc)

• Use memorized words and phrases to describe common

objects and actions related to other disciplines.

NM.COD.3.2

Speaking:

• I will create a presentation including cultural expressions

connected with holiday celebrations based on pictures or photos.

• I can identify the main cities of a specific country.

• I can identify animals, foods, historical figures, or sports based on

• pictures or photos.

• Use readily available technology tools and digital literacy

skills to present academic information in the target

language

NM.COD.3.3

Speaking:

• I will use various technology tools to present about

o Technology

o Directions

o Purchasing

o Events

o Invitations

o Products

o Travel

o Daily routine

o Social Media

• Use the target language to give short spoken or written

presentations about familiar academic topics.

NH.COD.3.1

Speaking &Writing:

• I will write an email or text asking for information

• I will be able to write a note asking for information or inviting

someone somewhere

• I will be able to write a personal description

• I will write a journal entry about a familiar topic

• Produce a sequence of simple phrases and short

sentences relating common themes in other disciplines.

NH.COD.3.2

Writing:

• I will write about cultural information based on pictures or photos.

• I will write simple sentences about a historical event I learned in

school.

• Use readily available technology tools and digital literacy Writing:


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skills to present academic information in the target

language

NM.COD.3.3

• I will use various technology tools to write about

o Technology

o Directions

o Purchasing

o Events

o Invitations

o Products

o Travel

o Daily routine

o Social Media

CMT: Communities

• Use memorized words and phrases to describe arts,

sports, games, and media from the target culture

NM.CMT3.1

Speaking:

• I will describe/discuss topics in the target culture such as arts,

sports, games, media, etc

• Use memorized words and phrases to participate in

school or community events related to the target culture

NM.CMT3.2

Speaking:

• I will use appropriate vocabulary to describe school events

• Use simple phrases and short sentences to describe arts,

sports, games, and media from the target culture.

NH.CMT3.1

Writing:

• I will be able to write a short selection describing arts, sports,

games, media in journal/blog/social media post

• Use simple phrases and short sentences to present

information in school or community events related to the

target culture

NH.CMT3.2

Writing:

• I will create a presentation including cultural expressions

connected with holiday celebrations based on pictures or photos.

• I will write about cultural information based on pictures or photos.

• I will write simple sentences about a historical event I learned in

school.

• I will produce information for the school about current events in the

target language


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Essential Standard: #4 Compare the students’ culture and the target culture Clarifying Objectives: NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.4.1 Compare tangible products related to the home and the classroom from the students’ and the target cultures.

NM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.

NM.CMT.4.3 Differentiate gestures for appropriateness in the target culture.

NM.CMT.4.4 Identify how knowledge of the target language is useful in a global economy.




• Compare basic cultural practices of people in the target

culture and the students’ culture

NM.CLL.4.1

• I will compare basic cultural practices of people in the target

cultures and my own culture such as

o How you dress

o When you eat

o Cost of living

o How people vacation

o Concept of time

o Daily routines

o Free time

o Sports

• Exemplify instances of cognates and loan words.

NM.CLL.4.2

• I will use cognates and loan words to help understand selections in

the target language.

• I will be able to point out examples of cognates and loan words in te

target language.

• Compare the language conventions of the students’

language and the target language

NM.CLL.4.3

• I will be able to use correct sentence structure, word order,

punctuation, and syntax

• I will be able to identify differences between my language and the

target language


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• Compare tangible products related to the home and the

classroom from the students’ and the target cultures.

NM.COD.4.1

• I will recognize American products marketed in cultures of the

target language

• I will recognize the influence of target language products in my own

culture

• I will recognize the influx of tangible products from the target

culture in the US

• Identify information about target culture perspectives

and practices.

NM.COD.4.2

• I will compare and contrast women’s roles in sports and the home

• I will understand the cultural perspectives in areas of lifestyles,

gender roles and perceptions, social structure, racism,

socioeconomic roles, traffic rules

CMT: Communities

• Recognize aspects of the target culture and language in

the students’ culture and language.

NM.CMT.4.1

• I will be able to list and describe the influence of the target culture

in the US

• Identify products made and used by members of the

target culture and the students’ culture.

NM.CMT.4.2

• I will list items that are found in both cultures

• Differentiate gestures for appropriateness in the target

culture.

NM.CMT.4.3

• I will recognize that gestures differ in different cultures and will

understand appropriate usage.

• Identify how knowledge of the target language is useful in

a global economy.

NM.CMT.4.4

• I will realize the importance of being bilingual in the job market

• I will realize that to be successful in the 21st

century knowing

another language is extremely beneficial.

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