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Forsyth County Schools

Foreign Language Middle School Continuation Curriculum

Revised 07/2007 (Every other day curriculum)

Continuation vs. Newcomer Curricula

The Newcomer Curriculum was designed for students beginning foreign language study in middle school. The first year of study is A, the second B and the third C. The Continuation Curriculum was designed for students moving up from the elementary program. This is labeled as 6th, 7th and 8th grade curriculum and is grade-level specific. Just as these students would move into 6th grade Math or Language Arts, they would also move into 6th grade Foreign Language.

Target Language Use

In order to practice the most effective foreign language instruction, it is expected that the teacher will use the target language 90-100% of class time. In addition to regular instruction, classroom management is to be conducted in the target language as well. It is understood that emergencies and/or major discipline issues may require the use of English.

Content Integration

The middle school curriculum is divided into thematic units. These units may be combined to create large instructional chunks or they may be presented as individual units of instruction. Because of the great flexibility in the presentation of the units, this curriculum lends itself to the integration of various subject areas into the foreign language instructional arena. Any opportunity to revisit material from another content area reinforces both that area and the foreign language.

Recycling of Vocabulary & Structures

To better ensure that students come to “own” the language and structures of each unit, all vocabulary and structures are subject to be

FL Continuation Curriculum

Very Important Preliminary Information

recycled. Each unit in the middle school curriculum lists only vocabulary and structures new to students. In the planning of activities for each new unit, teachers should intentionally create situations which incorporate, as well as encourage, student use of appropriate vocabulary and structures from previous units.

FL Continuation Curriculum

Language Structure/Grammar

Contrary to the study of foreign languages in the past, today’s middle school curriculum approaches the study of language structure on a “need to know” basis. Rather than following a grammatical syllabus in which the study of structure takes a front seat over language use, this curriculum identifies language functions over which students should gain control and then determines the grammatical elements that are needed to handle those linguistic functions. Thus, middle school foreign language teachers should view grammar in a support capacity to real language use.

Skill Balance/Mode Integration

Teachers should be conscious of the need to give attention to all of three modes of communication—interpersonal, interpretive, presentational—in planning for instruction. Activities should allow students to communicate in situations reflective of all three modes of communication. While students are extremely motivated to “speak” the language, they should also be provided opportunities to hear the language, as well as to read and write it.

Assessment

The Forsyth County middle school foreign language assessment program is guided by the philosophy that assessment and instruction should be mirror images of each other both in content and form. This means that students should be assessed on what they have been learning and in the ways they have been learning it. Inasmuch as the foreign language classroom is an activity-rich learning environment, each teacher’s assessment program should reflect this same amount of variety. Students, then, should be assessed in a multitude of ways that allow them to demonstrate the full range of what they know and are able to do in and with the foreign language.

FL Continuation Curriculum Preliminary Information

National Standards in Foreign Language Education

1. Communication: Communicating in Languages Other Than English

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics.1.3 Students present information, concepts, and ideas to an audience of listeners on a

variety of topics.

2. Cultures: Gain Knowledge and Understanding of Other Cultures 2.1 Students demonstrate an understanding of the relationship between the practices and

perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and

perspectives of the cultures studied.

3. Connections: Connect with Other Disciplines and Acquire Information

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

4. Comparisons: Develop Insight into the Nature of Language and Culture

4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

5. Communities: Participate in Multilingual Communities at Home and Around the World

5.1 Students use the language both within and beyond the school setting.5.2 Students show evidence of becoming life-long learners by using the language for

personal enjoyment and enrichment.

taken from Standards for Foreign Language Learning: Preparing for the 21st Century

FL Continuation Curriculum National FL Standards

Student Profile: End of 5th Grade 135 contact hours

By the end of 5th Grade, most students will exhibit Novice High ability in listening and reading and Novice-Mid ability in speaking and writing.

ACTFL Listening Guidelines (Novice High)

Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.

ACTFL Speaking Guidelines (Novice Mid)

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

ACTFL Reading Guidelines (Novice High)

Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.

ACTFL Writing Guidelines (Novice Mid)

Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, ad other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.

FL Continuation Curriculum Student Profiles


By the end of 8th Grade, most students will exhibit Intermediate-Low ability in listening and reading and Novice-High ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate-Low)

Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.

ACTFL Speaking Guidelines (Novice-High)

They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.

These speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. First language may strongly influence pronunciation, as well as vocabulary and syntax when attempting to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, these speakers can generally be understand by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, the speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.

ACTFL Reading Guidelines (Intermediate-Low)

Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with

social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.

ACTFL Writing Guidelines (Novice-High)

These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple

notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.



By the end of 10th Grade, most students will exhibit Intermediate-Mid ability in listening and reading and Intermediate-Low ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate Mid)

Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous facet-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

ACTFL Speaking Guidelines (Intermediate Low)

Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.

ACTFL Reading Guidelines (Intermediate Mid)

Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

ACTFL Writing Guidelines (Intermediate Low)

These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required.


Student Profile: End of 12th Grade 1,125 contact hours

By the end of 12th Grade, most students will exhibit Intermediate-High ability in listening and reading and Intermediate-Mid ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate-High)

Students are able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.

ACTFL Speaking Guidelines (Intermediate-Mid)

Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging.

These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution.

They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and /or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.

ACTFL Reading Guidelines (Intermediate-High)

Students are able to read consistently simple connected texts with full understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. The student may have to read material several times for understanding.

ACTFL Writing Guidelines (Intermediate-Mid)

Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives.


Skill Acquisition Across the Benchmark YearsListening

5th Grade(Novice-High)

Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.

8th Grade(Intermediate-Low)

Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.

10th Grade(Intermediate-Mid)

Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

12th Grade(Intermediate-High)

Students are able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.

FL Continuation Curriculum Skill Acquisition

Skill Acquisition Across the Benchmark YearsSpeaking

5th Grade(Novice-Mid)

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.


They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.


Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but tey are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.


Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, the yare capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.


Skill Acquisition Across the Benchmark YearsReading


Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.


Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur


Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

12th Grade(Intermediate-High)

Students are able to read consistently simple connected texts with full understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. The student may have to read material several times for understanding.


Skill Acquisition Across the Benchmark YearsWriting

5th Grade(Novice-Mid)

Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, ad other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.


These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.


These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present

time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited

language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the

Advanced level, their writing will

deteriorate significantly and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be


Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives


required


Foreign Language Continuation Curriculum Structural Objectives Summary

6th Grade 7th Grade 8th GradeWelcome to Middle School Begin to use the present

tense using vocabulary from the unit.

Identify and relate subject pronouns to people and objects.

Begin to use comparatives to express opinions about school.

Use definite articles that agree in gender and number.

My Favorite Celebrity Manipulate the present

tense using the vocabulary from the unit.

Able to recognize and create phrases using comparatives and superlatives in a guided format.

Begin forming simple questions using interrogatives

Use “to be” and “to have” in physical and personality descriptions

My Host Family and Me Manipulate the present

tense using vocabulary from the unit.

Recognize and manipulate regular “er” verbs(French)

Begin to use the near future tense

Use “estar” for location (Spanish)

Begin to use prepositional contractions like “a+el/le.”

My Trip to Madrid/Paris Respond to and give

directional commands. (turn, go, next to, in front of, etc.)

Describe objects using

Back to School Shopping Manipulate the present

tense using the vocabulary from unit.

Form verbs with stem changes. (Spanish: costar-3rd person, tener, preferir)

Identify with the intent to produce numbers up to a million.

Begin using demonstrative pronouns. (Spanish: este, ese. French: ce, cet, cette)

Manipulate the present tense of selected irregular verbs. (to have, to be)

Animal Planet Form compound sentences

using conjunctions. Manipulate the present


Manipulate the present tense of selected irregular verbs. (to have, to be)

My Family Heritage Manipulate the preterit

tense using vocabulary from unit.

Form the imperfect tense of “to be.”

Manipulate the present tense using the vocabulary from unit.

Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do)

Form reflexive phrases (to get married, to look like)

Sister Cities Manipulate the preterit

tense using vocabulary from unit.

Form the imperfect tense of “to be.”

The Technology in my Life Manipulate the present


Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do, to like Sp. querer)

Begin to use indirect object pronouns in phrases.

Narrate order of events using connecting words. (First, next, then, etc.)

A Look to the Past Manipulate the present



Manipulate the preterit tense using vocabulary from unit.

Form the imperfect tense of “to be” and “to have.”

Narrate order of events using connecting words. (First, next, then, etc.)

Folk Tales Manipulate the present



Manipulate the preterit tense using vocabulary from unit.

Form the imperfect tense of “to be” and “to have.”

Narrate order of events using connecting words.

FL Continuation Curriculum Structural Objectives Summary

comparatives and superlatives.

State activities using reflexive verbs in present tense.

Recognize the differences in usage between “ser” and “estar”(Spanish)

Form noun/adjective agreement using vocabulary from the unit.

Manipulate the present tense using the vocabulary from unit.

Manipulate the present tense of selected irregular verbs. (to have, to be, to go, to do)

Form reflexive phrases (to get married, to look like)

My Vacation Manipulate the present



Write in letter form. State concrete opinions.

(In my opinion, Cumming is similar to _______ because it is _________.)

Use “there is/are.” (Hay and Il y a)

(First, next, then, etc.) Respond to 3rd person

conditional tense in “if… then” statements.

State abstract opinions. Form compound and

complex sentences. Make generalizations

relating story to target culture

Eating Out in a Restaurant/ Café Manipulate the present



Incorporate direct object pronouns into phrases.

State opinions. Express needs. (Me falta,

Il faut) Manipulate the preterit


Form the imperfect tense of “to be, to have, and there is/are.”

8th Grade Dance Manipulate the present



Begin to use passive voice by using memorized phrases such as “Students not allowed to wear strapless dresses.” (tener que + infinitive, Il faut + infinitive)

Manipulate the future tense using the vocabulary from unit.

6th Grade 7th Grade 8th Grade


6th Grade CurriculumProgress Indicators

At the end of 6th grade Foreign Language, students will…

6.1 Introduce themselves and others, including spelling names (alphabet) and personal data.

6.2 Identify and name numbers 0-1000.

6.3 Identify and name common classroom items and school supplies.

6.4 Identify and name places in the school and school staff.

6.5 Use and understand classroom commands and phrases.

6.6 Identify and name clothing and other necessary articles needed for a trip.

6.7 Pack a suitcase, describing the items in the suitcase, accounting for cultural and climatic differences.

6.8 Prepare for a trip to target country (including passport, buying tickets for travel and inquiring about accommodations).

6.9 Write and organize a form of information about self to prepare for a stay in the target country.

6.10Identify and name various members of the family.

6.11Describe people using physical characteristics and personal qualities.

6.12Be able to read and relate information about a host family.

6.13Identify and name common daily activity verbs.

6.14Use common daily activity verbs to describe life with a host family.

6.15Write and present a short story about living with a host family.

6.16Identify and name places in the community.

6.17Locate and describe places in the target community using maps and geographical terms.

6.18Describe the city (monuments, transit, neighborhoods, places of interest, metro system, etc).

6.19Ask, give and follow directions around the target community.

6.20Create an itinerary for a 2 day visit to a city in the target country accounting for cultural changes/customs.

6.21Gather information about language, geography, historical facts, landmarks, food, customs and traditions about target country.

6.22Participate in and compare cultural traditions/holidays of the United States versus the target country.

6.23Demonstrate an understanding of the similarities and differences between the student’s culture and the target culture.

6th Grade CurriculumPacing Guide

This pacing guide lists the name of each unit as well as the recommended number of sessions to be spent for language acquisition activities. Please note that a session is defined as a 55-minute segment.

Unit Name Number of Sessions Page

Welcome to Middle School 20My Trip to Madrid/Paris 20My Host Family 15Living With My Host Family 15Getting Around Madrid/Paris 20

TOTAL 90 Sessions

** Cultural Studies and Holidays should be taught throughout the year as appropriate. **

Unit: Welcome to Middle School

Sessions: 20

Progress Indicators:

6.1 Introduce themselves and others, including spelling names (alphabet) and personal data.

6.2 Identify and name numbers 0-1000.

6.3 Identify and name common classroom items and school supplies.

6.4 Identify and name places in the school and school staff.

6.5 Use and understand classroom commands and phrases.

VocabularyGreetings

Good Morning, Good Afternoon, Good Evening Ask and answer the question, “How are you doing?” Ask and answer the question, “What’s your name?” Use common courtesies such as please, thank you, your welcome and

nice to meet you Ask and answer the question, “Where are you from?” Say goodbye to someone

Numbers 0-1000 in target language

Alphabet Identify and name letters of the alphabet in the target language

School Items in the classroom (those necessary for classroom instruction) School Supplies (common items that will be used in the classroom) Places in the school (to keep instruction in the target language) People in the school (to keep instruction in the target language) Common classroom commands and phrases (to keep instruction in the

target language)

Structural ObjectivesStudents will be able to…

Greet others in the target language Use numbers 0-1000 Use the alphabet in the target language to spell vocabulary words Use and understand common school vocabulary necessary for daily

instruction

Unit: My Trip to Madrid/Paris

Sessions: 20


6.6 Identify and name clothing and other necessary articles needed for a trip.

6.7 Pack a suitcase, describing the items in the suitcase, accounting for cultural and climatic differences.

6.8 Prepare for a trip to target country (including passport, buying tickets for travel and inquiring about accommodations).

6.9 Write and organize a form of information about self to prepare for a stay in the target country.

VocabularyClothing/Accessories

Clothing items for a girl Clothing items for a boy Clothing items for climatic differences Clothing items/accessories needed for a trip Clothing items that are of interest for students

(The vocabulary list should consist of 25-30 words)

Color vocabulary to describe clothing and accessories

Prepare for Trip Passport information Plan trip to target country Purchase ticket to travel Fill out personal information necessary for travel

Grammar- gender of nouns, singular and plural, using adjectives to describe nouns


Use definite articles that agree in gender and number Form noun/adjective agreement using vocabulary from the unit

Unit: My Host Family

Sessions: 15


6.10 Identify and name various members of the family.

6.11 Describe people using physical characteristics and personal qualities.

6.12 Be able to read and relate information about a host family.

VocabularyFamily

Immediate family members Extended family members

Physical Characteristics and Personal Qualities Hair/Eye color Physical features Qualities of a person (on the inside)


Grammar- subject pronouns, the verb “to be” to describe people, the verb “have”, adjective agreement


Identify and relate subject pronouns to people Use “to be” to talk about the physical characteristics and personal qualities

of a person Begin forming simple sentences to describe people

Unit: Living With My Host Family

Sessions: 15


6.13 Identify and name common daily activity verbs.

6.14 Use common daily activity verbs to describe life with a host family.

6.15 Write and present a short story about living with a host family.

VocabularyActivity Verbs

Regular “AR” verbs in Spanish Regular “ER” verbs in French


Grammar- present tense ar/er verbs


Recognize regular ar/er verb forms in the target language Manipulate the present tense using vocabulary from the unit Use noun/verb agreement to write sentences describing life with a host

family

Unit: Getting Around Madrid/Paris

Sessions: 20


6.16Identify and name places in the community.

6.17 Locate and describe places in the target community using maps and geographical terms.

6.18 Describe the city (monuments, transit, neighborhoods, places of interest, metro system, etc).

6.19 Ask, give and follow directions around the target community.

6.20 Create an itinerary for a 2 day visit to a city in the target country accounting for cultural changes/customs.

6.21 Gather information about language, geography, historical facts, landmarks, food, customs and traditions about target country.

VocabularyCommunity

Places in the community Transportation


Geographical terms North, South, East, West Positional Prepositions (to talk about location) Directional terms

Grammar- the verb “to be” (located)- “estar” in Spanish, prepositional contractions (a +el/le), the verb “ir”


State the location of places in the community using the verb “to be” (located)

Respond to and give directional commands Describe a trip to a city in the target country

Cultural Studies and Holidays

Sessions: Throughout the year as appropriate


6.22Participate in and compare cultural traditions/holidays of the United States versus the target country.

6.23 Demonstrate an understanding of the similarities and differences between the student’s culture and the target culture.

Possible TopicsCultural Studies

Art Music Literature Schools Family in target culture Gestures Food (schedule of meals) Divisions/Neighborhoods within a city City Design Sports Siesta-Spanish only

Holidays Halloween Day of the Dead/All Saints Day Thanksgiving Christmas Three Kings Day St. Valentine’s Day Mardi Gras Easter April Fool’s Day Mother’s Day Father’s Day Independence Day

Note: These are just suggestions

Appendix: Suggested

Vocabulary List

Attached is a “suggested” vocabulary list. This is by no means what you HAVE TO teach, but just a suggested list of vocabulary for each unit.

Suggested 6th Grade Vocabulary ListUnit: Welcome to Middle School

GreetingsTo Greet People

HelloGood MorningGood AfternoonGood EveningWhat’s up?

To Say GoodbyeGoodbyeSee you tomorrowSee you laterSee you soonSee you next timeLater

To acknowledge IntroductionsNice to meet you.Same here.Mr.Mrs.Miss

To ask for and give informationHow are you? (informal and formal)I am well/ I am very well.I am bad.I am okay.And you?

What is your name? (informal and formal)My name is_____________.

What is today’s date?Today is the _______ of ______________ of the year __________.

When is your birthday?My birthday is the __________ of ____________ of the year ___________.

Where are you from?I am from ________________.

To be courteousPleaseThank youYour welcome

Numbers0-1000

AlphabetNames of letters in target language

School Suppliespaper pencil sharpener agenda

books pencil test

pen stapler notebook

scissors folder eraser

student desk lockermarkers

colored pencils dictionary

Places of the Schoolschool office classroom

library bathroom hallway

clinic cafeteria gym

Classroom Commands/PhrasesSit down. Stand up.Raise your hand. Go to the __________.Listen. Stop.Pay attention. Write your name.Look at me. Come here.Take out __________. Quiet.

Unit: My Trip to Madrid

Clothing Vocabularyjeans skirt pants

button-down shirt pjs blouse

shorts socks scarf

dress sweatshirt coat

bathing suit slippers sandals

boots belt shoes

baseball cap tennis shoesgloves

flip-flops raincoat high heels

sweater jacket tee-shirt

winter cap underwear sports jersey

Weather ExpressionsWhat is the weather like today?It is sunny.It is cloudy.It is hot.It is cold.It is nice weather.It is raining.It is snowing.It is windy.

Colorsblue greenwhite pinkred brownpurple (violet) grayyellow blackorange

Unit: My Host Family

Familydad grandpamom grandmabrother unclesister auntbaby boy cousindog girl cousincat

Subject PronounsI We (masculine and feminine forms)you You all (informal- masculine and feminine forms)he They (masculine form)she They (Feminine form)You (formal) You all (formal)

Physical Characteristics Personal Qualitiesblonde hair generouslight brown hair greedydark colored hair patientgray hair impatientred hair strongblue eyes weakgreen eyes strictgray eyes fastblack eyes slowbrown eyes affectionateold helpfulyoung braveshort hard workingtall lazyfat daringskinny timidgood looking seriousugly funny

nice, kindPersonal Qualities meanintelligent artisticathletic talkativequiet honestliar

Unit: Living With My Host Family

AR verb activities (Spanish)to practice baseballto helpto play the guitarto listen to musicto drawto talk on the telephoneto send (a letter)to cleanto use the computerto decorateto wash the carto workto buyto arriveto needto winto blow out the candlesto celebrateto drinkto watch televisionto cookto danceto inflateto swimto skito travelto take picturesto studyto talkto sing

ER verb activities (French)to helpto play (a musical instrument)to listento studyto watch or look atto singto dance

to drawto phone or to callto sobto giveto speakto workto play (a game)to cookto walkto wear or to carryto jumpto washto inviteto thinkto forgetto chatterto decorate

Getting Around Madrid/Paris

Community Vocabularytown center bank school

church post office police station

hospital pharmacy train station

park movie theatre restaurant

hotel grocery store museum

airport store fire station

gas station candy store library

metro station stadium bakery

bread store butcher book store

game room amusement park mall

Transportationcarmotorcyclebusbicycletrucktrainairplanetaximetroby foot

Positional Prepositionsto the rightto the leftin frontin backbesidebetweenclose (to)far (from)

Cardinal Points- North, South, East, West

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