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World Languages

Prince William County Public Schools

Introduction to World Languages

Mission

The Introduction to World Languages course will provide students the knowledge and skills through exploration of a variety of languages and cultures to enable them to actively participate in today’s 21st Century global community in positive and productive ways.

In order to achieve this mission, we believe it is important for students to:

gain an appreciation and respect for their own culture and the world beyond their community have the opportunity to satisfy their natural curiosity and need to explore the world around them based

on their interests understand the connections between English and other languages develop communication skills which will empower them to connect with peers around the world explore a variety of languages in a safe, fun, and student-friendly environment become eager explorers and life-long leaners of languages

Course Description

Through this non-credit, elective nine, twelve or eighteen week course, students will explore the study of several languages to include Latin, French, Spanish, one non-Roman alphabet language such as Japanese, and one other language such as German or Italian if time allows and as aligned with the courses offered in feeder high schools. Emphasis is on providing students the foundations and connections of languages of the world, basic interpersonal communication skills, and cross-cultural perspectives of the speakers of each language and where they live.

Students will “travel” to different corners of the world and learn how to be positive global ambassadors of their schools and understand how language study enhances their English skills, reinforces interdisciplinary knowledge, and sets the foundation for them to be life-long learners of languages. The overarching goal is to provide students opportunities to explore languages prior to selecting one language to formally study for high school credit.

The course may be offered in various middle schools based on student interest and scheduling possibilities.

A Division-wide prescribed curriculum was developed by some middle school teachers under the supervision of Carol Bass in the summer of 2012 and was first piloted at Marsteller Middle School during the 2012-13 school year. The curriculum has been revised each summer since then by a committee of middle school teachers whose schools are or were considering offering the course in order to ensure its alignment with the best research-based practices for middle school and based on the lessons learned from the pilot implementation. For example, all teachers on the committee were required to read an article written by Dr. Paul Sandrock and Elizabeth Webb entitled, “Learning Languages in Middle School” published in 2003 as a position paper for the National Association of District Foreign Language Supervisors since the messages represent the tenants that our profession endorses for this level of study.

Introduction to World Languages March 2015

World Languages


Curriculum

The curriculum of the course is based on six required thematic units of study and the scope and sequence is based on the logical sequence of study that provides students essential understandings that transfer to all languages they will study both in this course and in additional languages they may study in the future. The recommended length of study may vary depending on whether the course is designed for 9, 12, or 18 weeks; however, the order of the first three units is mandatory. The study of French and Spanish may be switched depending on the major language of the teacher.

Key Resources

The recommended main resource is a textbook designed for middle school students called, Invitation to Languages, produced by McGraw Hill, 2007 and with whom we have an approved annual contract by the Purchasing Department in order to secure a special price and some free ancillary materials. It is recommended for each school to have a classroom set of textbooks. The CDs include authentic speakers of each language who provide the audio portions of the dialogues and vocabulary for students to model. The CDs also eliminate the need for a teacher to know all of the languages taught; however, the teacher is recommended to be a certified and trained world language teacher who knows second language acquisition and how to help students understand the realities of the formal study of a language.

Teachers have also identified many internet and digital resources within the curriculum as co-curricular core materials to ensure authentic and current high interest readings and visuals for all languages studied.


World Languages


Thematic Units Essential Questions Pacing

Communication and Language Families

What is communication? How do we communicate? How are the forms of communication similar or different? What is language? How are the languages of the world related?

2 Weeks or 7.5 Hours

Culture What is culture? What are subcultures? How does culture influence people? What are the facets of cultural identity? What cultures do I belong to and how do they influence me? How are we perceived by other cultures and how do we perceive them?


The Latin Language: Then & Now

What are the origins of Latin? How did Latin reach various corners of the world? How did Latin evolve to influence the modern romance languages? How can I use Latin to enhance my knowledge of English and other

disciplines? What are the ancient Roman cultural products, practices, and perspectives and

how do they influence our lives today?

2 weeks or 7.5 hours

Spanish How and why did Spanish evolve from Latin? How did Spanish reach various corners of the world? How can I use Spanish to enhance my knowledge of English and other

disciplines? What are Spanish cultural products, practices, and perspectives and how do

they influence our lives today? How can I enhance my relationship with others and my future through the

study of Spanish? How can I communicate appropriately with native speakers of Spanish?


French How and why did French evolve from Latin? How did French reach various corners of the world? How can I use French to enhance my knowledge of English and other

disciplines? What are Francophone cultural products, practices, and perspectives and how

do they influence our lives today? How can I enhance my relationship with others and my future through the

study of French? How can I communicate appropriately with native speakers of French?


Japanese How is the evolution of Japanese unique? How is Japanese different from the Romance languages? How can I use Japanese to enhance my knowledge of English and other

disciplines? What are some Japanese cultural products, practices, and perspectives and how

do they influence our lives today? How can I enhance my relationship with others and my future through the

study of Japanese? How can I communicate appropriately with native speakers of Japanese?

1 Week or 3-6 Hours

Optional: Italian or German

Similar to the modern languages of French and Spanish TBD by Schedule

Acknowledgement of Introduction to World Language Curriculum Development Committee/s


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The following teachers contributed to the development of the course.

Committee 2011

Linda McGuigan, Stonewall High School, CoordinatorJamie Arredondo, Bull Run Middle SchoolEileen Bell, Godwin Middle SchoolGilta Engman, Lake Ridge Middle SchoolValeria Foarce, Godwin Middle SchoolHeather Greene, Marsteller Middle SchoolPeggy Hyde, Gainesville Middle School

Committee 2012

Linda McGuigan, Stonewall High School, Coordinator Jamie Arredondo, Bull Run Middle SchoolValeria Foarce, Godwin Middle SchoolHeather Greene, Marsteller Middle SchoolPeggy Hyde, Gainesville Middle SchoolPam Hunt, Graham Park Middle School

Committee 2013

Heather Greene, Marsteller Middle SchoolPam Hunt, Graham Park Middle School

Committee 2014

Kelly Cordova, Bull Run Middle SchoolKristen Fort, Pennington Traditional SchoolHeather Greene, Marsteller Middle SchoolPam Hunt, Graham Park Middle School


World Languages


Introduction to World Languages Middle School Curriculum and Pacing GuideCommunication and Language Families

AP Theme(s): IB ThemesGlobal Challenges and Contemporary Life

Pacing Guidelines:2 Weeks or 7.5 Hours

Thematic Unit/Topics:Communication and Language Families

Virginia SOL:

Communication Interpretive Interpersonal Presentational

Cultures Products Practices Perspectives

Connections Comparisons Communities

NSOL 5.1, 5.2: VASOL I.12

The student will explore stimulations in which to apply target-language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.

V.A.4: Develop an awareness of employment possibilities for those who are able to communicate in another language.

Essential Questions: What is communication? How do we communicate? How are the forms of communication similar or different? What is language? How are the languages of the world related?


World Languages

Prince William County Public SchoolsOutcomes/Objectives/Learning Targets:

SWBAT:

Define communication and language Identify the different methods of communication such as: verbal, non-verbal (gestures, signs, and

body language) and written Identify languages and language families of the world Discover characters or alphabets of language families Briefly describe the evolution of languages and how the languages within a family are related Explain how initial sounds of children’s first languages transcend all languages Recognize the importance of tone and how it relates to your language and others Realize pitfalls and inaccuracies of translations (personal & digital)

Vocabulary: Communication Methods of Communication:

Spoken or Written Language Gestures Body Language Sounds Signs Symbols

Language Families Intonation Loaned/borrowed words Cognate

Formative Assessments: Given the word “hello” in 15 different languages, students will identify the language that each

“hello” belongs to, before going over the correct answers students will compare their answers to those of their partner.

Activities C and D on page 6 of the text, Invitation to Languages Activity E, on page 7 of the text, Invitation to Languages Activity F, Teacher-led Pictionary, page 7 of the text, Invitation to Languages Students will read about the history of language in the text, Invitation to Languages, beginning on

page 8 and ending on page 10, right before, “Language Families” Activities A and B on page 13 of the text, Invitation to Languages Borrowing Words, page 18 of the text, Invitation to Languages Borrowed Words “English”, page 19 of the text, Invitation to Languages Activities A and B on page 19 of the text, Invitation to Languages Identify methods of communication in correct and appropriate contexts


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Summative Assessments/Integrated Performance Assessment

Interpretive: Interpersonal: Presentational:

Strategies and Resources Resources:

Textbook, Invitation to Languages, pages 2-19

Online Resources—Websites

http://mandarin.sdcoe.net/la1.htmlAn in-depth definition of language, its subsets, and factsabout language acquisition.

\http://pandora.cii.wwu.edu/vajda/ling201/test4materialsChildLangAcquisition.htmBasic information regarding first language acquisition. Thisinformation could be used for a warm-up or exit slip.

http://www.omniglot.com/writing/alphabets.htmIncludes a definition of an alphabet along with some writingsamples from different alphabets.

http://britishexpats.com/wiki/Canada_english_wordsA comparison of British English and Canadian English. Thiscan be used to form an activity comparing terms used inAmerican English to terms used in British and/or CanadianEnglish.

http://aboutworldlanguages.com/language-familiesA closer look at the different language families of the world.

Online Resources—Videos

Strategies:

General Strategies—

Working with partnersWorking with groupsT-charts


http://aboutworldlanguages.com/language-families

http://britishexpats.com/wiki/Canada_english_words

http://www.omniglot.com/writing/alphabets.htm

http://pandora.cii.wwu.edu/vajda/ling201/test4materialsChildLangAcquisition.htm

http://pandora.cii.wwu.edu/vajda/ling201/test4materialsChildLangAcquisition.htm

http://mandarin.sdcoe.net/la1.html

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http://www.youtube.com/watch?v=atI-JPGcF-kA video by Vsauce, giving a brief history of the origins of the English language and dialect.

http://www.youtube.com/watch?v=1w6uQIXC1aIA video by Mental Floss, examining in an expedited fashion, regional slang in American, British, and Canadian.

http://www.bbc.co.uk/languages/guide/ Statistics and facts about languages. Check sample webpage in Curriculum Notebook

http://greatlanguagegame.com A game that asks players to identify languages spoken bynative speakers. Includes statistics of 78 languages. Checklesson guide sheet before using the video game to helpidentify unknown languages and places where they arespoken. Outcome: The value of listening for sounds andlanguage family similarities.

http://www.ethnologue.com/statistics/size Ethnologue Language Statistics and DemographicsSee page from web site for example of information inCurriculum Notebook

ACTFL Facts about English

Venn diagram of similarities and differences in forms of communication among cultures

Search for You Tube or video clips of intonation its impact on communication

https://www.youtube.com/watch?v=rTDpcvJ7-ogIntonation or Grammar - Which gives More Meaning?


https://www.youtube.com/watch?v=rTDpcvJ7-og

http://www.ethnologue.com/statistics/size

http://greatlanguagegame.com/

http://www.bbc.co.uk/languages/guide/

http://www.youtube.com/watch?v=1w6uQIXC1aI

http://www.youtube.com/watch?v=atI-JPGcF-k

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Prince William County Public Schoolshttps://www.youtube.com/watch?v=tzh3Owutf5YIntroduction to IntonationNative English speakers convey meaning in their sentences with pitch -- the ups and downs and the musical notes of their sentences. Learn how to avoid being monotone, and go beyond correct grammar and vocabulary to express yourself clearly.

https://www.youtube.com/watch?v=g2bHdXcszJ4PART ONE of a lesson in FOUR parts. Topic: Falling and Rising Intonation. Part ONE explains what intonation is in general and presents the first intonation pattern: falling intonation. Levels: intermediate to advance.

https://www.youtube.com/watch?v=mh5f0oWChJMcontext and intonation are very important, so pay attention and move onhttps://www.youtube.com/watch?v=OuzS6uXR0HkProblems with English pronunciation FUNNY

Hi, I just found this very nice lesson plan using a Prezi presentation. It was made for teaching the concept to a 4th grade ESL class so it is on an appropriate level and it includes some short interactive activities interactive as a follow lesson to the video(s). Take a look: Jamie Arredondohttp://prezi.com/r-ir_l9vf997/copy-of-lesson-plan-intonation-in-enhancing-pronunciation/


https://www.youtube.com/watch?v=OuzS6uXR0Hk

https://www.youtube.com/watch?v=mh5f0oWChJM

https://www.youtube.com/watch?v=g2bHdXcszJ4

https://www.youtube.com/watch?v=tzh3Owutf5Y

World Languages

Prince William County Public SchoolsIntroduction to World Languages Middle School Curriculum and Pacing Guide

Culture

AP Theme(s):Beauty and Aesthetics, Global Challenges, and Personal and Public Identification


Thematic Unit/Topics:

Culture

Virginia SOL:




NSOL 4.1; VASOL I.10

The student will demonstrate understanding of the significance of culture through comparisons between the cultures studied and the cultures of the United States.

Comparisons

IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other cultures.

IV.B.2: Demonstrate an awareness of the unique elements of the students’ own culture.

Essential Questions: What is culture? What are subcultures? How does culture influence people? What are the facets of cultural identity? What cultures do I belong to and how do they influence me? How are we perceived by other cultures and how do we perceive them?

Outcomes/Objectives/Learning Targets:

SWBAT:

Understand the meaning of culture (products, practices, perspectives) Discuss and explain the iceberg metaphor and how it relates to culture Explain the impact culture has on identity


World Languages

Prince William County Public Schools Explain how culture influences oneself and family Give examples of bicultural and multicultural experiences of your own and of others Demonstrate how cultures are the same and different Identify stereotypes, positive and negative Understand that differences in culture do not equate to superiority or inferiority

Vocabulary: Culture Subculture Bicultural and multicultural Stereotypes Heritage Ethnic/Ethnicity Traditions Customs Culture Shock Superior vs. Inferior

Formative Assessments:

Learning Tasks/Activities

Need more resources to support targets

In a group or with a partner, students will discuss how they would define “American” culture to a foreign-exchange student preparing to study abroad in the United States. What defines us as Americans overall: cuisine, dress, concept of time, usage of space, and independence vs. dependence.

Document:

In groups of 3 or 4 students brainstorm, at least 6, stereotypes of boys and girls and record their stereotypes on the gingerbread girl and gingerbread boy sheet. Students will then identify whether the stereotypes are positive or negative.

Where is my family from? Students will interview a parent and/or grandparent to find out when and where their family immigrated to the United States. Students will then use this information in addition other information to draw pictures or make a collage from magazines or newspapers that represent their culture(s)/heritage(s). Students will then be assigned a partner and each student will record the differences and similarities between their representations of their culture. The purpose of this assessment is to help students realize the impact that culture has on their identity.

Document:


World Languages


“God Grew Tired of Us: The Story of The Lost Boys of Sudan”—Documentary by National Geographic

http://www.youtube.com/watch?v=DYCA6g9bNg0

Part I: Students will watch a selection of the documentary produced by National Geographic on a group of Sudanese men becoming acclimated to American culture. During the video, students will fill out a listening log identifying shocking encounters with the American culture. Document:

Part II: Students will research the Sudanese culture by using CultureGrams. They will then share their ideas on the culture with the class and what the Sudanese men will have to do to assimilate to their new environment. A discussion will follow regarding superior vs. inferior cultures.Document:

Summative Assessments/Integrated Performance Assessment

Interpretive: Interpersonal: Presentational:

Strategies and Resources: Resources:

Culture Is An Iceberg —

This is a document featuring images obtained from the internet to help explain the metaphor, “Culture is an iceberg.”

Icebergs can be made for Spanish, French, and Japanese to help students understand the culture(s) associated with each language and the information about each culture that falls above and below the surface.

“God Grew Tired of Us: The Story of The Lost Boys of Sudan”—Documentary by National Geographic—

Strategies:


Working with partnersWorking with groupsT-chartsResearching with CultureGrams



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Strategies and Resources

A 5 minute selection from the documentary provides student of examples of several cultural differences and similarities between the American and Sudanese cultures. This video also opens discussion on assimilation and superior vs. inferior cultures.


Resources

Vocabulary and Definitions—Culture Unit—

This document provides teachers with the definitions and sources of each vocabulary word featured in this unit.

CulturegramsFree subscription through ESOL Office for all parents, students, and staff in PWCS

http://online.culturegrams.com School Username: princewm School Password: county Remote Username: princewmr Remote Password: county

Strategies

Introduction to World Languages Middle School Curriculum and Pacing GuideThe Latin Language


http://online.culturegrams.com/


World Languages


AP Theme(s):Global Challenges, Contemporary Life, Personal & Public Identification, and Beauty & Aesthetics


Thematic Unit/Topics:The Latin Language: Then & Now

Virginia SOL





V.A.1: Share words and phrases from other languages encountered in the community.II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking leave of members of the target culture.

II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.

II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.

II.C.2: Identify contributions of the target culture.

II.C.3: Identify behavioral, linguistic, social, and geographical factors that affect culture.

III.A.1: Create projects on cultural and academic topics using information acquire in other disciplines, such as social studies, language arts, and the arts.

III.B.1: Practice appropriate reading and listening strategies learned from other disciplines.

III.B.2: Apply skills learned in the foreign language classroom to other content areas.

III.C.1: Make simple presentations in the target language using skills acquired in other disciplines such as reading, public speaking, art, writing, culinary arts, and music.

III.C.2: Present information on cultural and academic topics in English using skills acquired in other


World Languages

Prince William County Public Schoolsdisciplines.

IV.A.2: Recognize similarities in structural patterns of English and other languages and the target language and use this awareness to derive meaning.

IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own cultures.

Essential Questions What are the origins of Latin? How did Latin reach various corners of the world? How did Latin evolve to influence the modern romance languages? How can I use Latin to enhance my knowledge of English and other disciplines? What are the ancient Roman cultural products, practices, and perspectives and how do they

influence our lives today?


SWBAT:

Compare the alphabets of Latin and English Greet others informally and formally Use common verbal expressions in the appropriate context Count in Latin by ones 1-20 and by 10s from 10 to 100 Identify and use Roman Numerals Identify Latin Roots, Prefixes, and Suffixes Compare word order of Latin to that of English Review basic history of Latin as well as ancient Rome and its contributions to modern-day society Describe the role that Latin plays in understanding English and aspects of the 21st century

Vocabulary: Latin Alphabet Basic Greetings Latin Numbers, 1-100 Roman Numerals…I, V, X, L, C, D, M Gladiators, Circuses, Colosseum, and Mythology Gender (masculine; feminine) Number (singular; plural)


World Languages

Prince William County Public Schools Cognate Stem Derivatives

Formative Assessments: Practicing Latin in the Oral and Written Forms Reading and Understanding Simple Phrases Using Context Clues to Identify the Meaning from Latin Realia

Summative Performance Assessment:Strategies and Resources Resources:

Textbook: Invitation to Languages, Pages 204-224http://www.glencoe.com/

http://www.uncg.edu/cla/myth/romgods.html

http://gwydir.demon.co.uk/jo/roman/

http://www.pantheon.org/miscellaneous/roman_vs_greek.html

The first two are for your basic Olympians; I use the name Bacchus more than Liber, though. The third site I recommend if you have more time or if you have students enrolled in the class a second time - this allows students to discover an array of minor gods and goddesses. (Kristen Fort)

Series of Mr. Craft Power Points Classroom Commands Days of the Week/Weather Latin Numbers and Derivatives Rome

Note: Hard copies of the power points are in the Curriculum Notebooks; active powerpoints are on PWCS World Languages SchoolFusion web page

Quick Reference for French in Teacher Resource Section of Intro to WL

Strategies:


World Languages

Prince William County Public Schoolscurriculum notebook– to be developed

Add: https://www.youtube.com/watch?v=_gvcnQtY5YI Horrible Histories, Roman Dining:

http://www.timeanddate.com/calendar/roman-calendar.html

An explanation of the first Roman calendar and how it evolved to the Julian calendar.

Pam’s dialogue comics (See Curriculum Notebook

Record Latin pronunciation by Kristen Fort

http://www.watchknowlearn.org/Category.aspx?CategoryID=1328

Introduction to World Languages Middle School Curriculum and Pacing GuideSpanish


http://www.watchknowlearn.org/Category.aspx?CategoryID=1328

World Languages

Prince William County Public SchoolsAP Theme(s):Global Challenges, Contemporary Life, Personal & Public Identification, and Beauty & Aesthetics


IB Theme(s):

Spanish

Thematic Unit/Topics:Where in the world, is… (Insert school mascot with a traditional Spanish name)?

Learning a language is a new experience that will expose you to food, music, celebrations and other aspects of cultures around the world. Learning a foreign language can boost student’s confidence. Students will develop strategies for listening, speaking, reading and writing skills as well learning about many different cultures. Taking a foreign language can enrich live taking you to places while at the same time helping you with your native language. Spanish is the second most common language in the US, and the third most common in the world. Spanish is also spoken in Mexico, Central America, the Caribbean, South America and Spain.

Virginia SOL:


Cultures Connections Comparisons Communities

PWCS SOL:

Communication Interpretive Interpersonal

Communication:

I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of courtesy both orally and in writing.

I.A.2: Express descriptions.


World Languages

Prince William County Public Schools Presentational


PWCS SOL:



PWCS SOL:


I.A.3: Initiate close brief oral and written exchanges in the target language.

I.B.1: Identify main ideas and some details when listening and reading in the target language.

I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among statement, questions, and exclamations.

I.C.1: Present simple rehearsed material illustrating everyday situations.

I.C.2: Provide simple information in spoken or written form drawn from personal experience.

I.C.4: Demonstrate increasing attention to accuracy in both spoken and (some) written language.

Cultures:

II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking leave of members of the target culture.

II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.

II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.

II.C.2: Identify contributions of the target culture.

II.C.3: Identify behavioral, linguistic, social, and geographical factors that affect culture.

II.C.4: Identify countries, major cities and geographical features and why they are important.

Connections:

III.A.1: Create projects on cultural and academic topics using information acquire in other disciplines, such as social studies, language arts, and the arts.


World Languages



III.B.1: Practice appropriate reading and listening strategies learned from other disciplines.

III.B.2: Apply skills learned in the foreign language classroom to other content areas.

III.C.1: Make simple presentations in the target language using skills acquired in other disciplines such as reading, public speaking, art, writing, culinary arts, and music.

III.C.2: Present information on cultural and academic topics in English using skills acquired in other disciplines.

Comparisons:

IV.A.2: Recognize similarities in structural patterns of English and other languages and the target language and use this awareness to derive meaning.

IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own cultures.


Communities:

V.A.1: Share words and phrases from other languages encountered in the community.

V.A.3.: Utilize accessible target-language resources within the community and media for educational recreation purposes.

Essential Questions:What are the origins of the Spanish language?

How did the Spanish language spread?

How can I enhance my relationship with others through the Spanish language?


World Languages


What are the basic components of the Spanish cultures throughout Spain and the Latin American countries?


SWBAT:


SWBAT:

Compare the alphabets of Spanish and English Use greetings and farewells; and be able to address people in the L2. Students will become familiar with the basic skills involved in speaking, listening, reading and

writing in Spanish with comprehension. Develop an awareness of the history and geography of countries in which Spanish is the primary

language. Students will also become familiar with the customs of Spanish–speaking community. Students will be able to exchange phone numbers, to use numbers correctly in simple mathematical

expressions and sentences, count money and tell how much something costs Pronounce and spell days of the week and months of the years in Spanish and to use them

appropriately in giving dates orally and written. Discuss the weather and recognize the seasons. Students will be familiar with the variety of countries in the Spanish-speaking world and will be

introduced to the number and density of Hispanic communities in the US. An example of Spanish-speaking country is Mexico, with the largest Spanish–speaking population in the world and our closest Hispanic neighbor.

Students will learn the necessary skills to become lifelong language learners. They will develop their own intuition, and foster the confidence necessary for using newly acquired language. Exposure to a second language creates new pathways in the brain. All of this will serve to build a strong foundation for future fluency in any language the student chooses to continue studying.

Vocabulary: Alphabet…El Alfabeto Greetings and Useful Expressions…Hola, Buenos días, Buenas Tardes, Buenas Noches, Adiós, Hasta

luego, hasta mañana, nos vemos, ¿Cómo te llamas? Me llamo … Numbers…1-20, 30, 40, 50, 60, 70, 80, 90, 100, et 1.000 el Número de teléfono Days of the Week…lunes, martes, miércoles, jueves, viernes, sábado, domingo Months …enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre,

diciembre


World Languages

Prince William County Public Schools Weather…Hace sol, hace calor, hace frío, llueve, nieva, hace viento, está nublado… Colors…rojo(a), anaranjado(a)/naranjo(a),amarillo(a),verde, azul, violeta, marrón, negro(a),

blanco(a), rosa/rosado Various Foods…el pan, la torta, la hamburguesa, la fruta, el helado, la ensalada, el queso, el refresco,

un vaso de agua, y las papas fritas. Estar with greetings Present tense of ser with days of the week, dates… Present tense of Tener with age

Formative Assessments:(still working on)Summative Assessments/Integrated Performance Assessment

Interpretive:The learner will understand and interpret written and spoken language on a variety of topics in the target language. Demonstrate understanding

of words, phrases, and sentences from simple oral and written texts dealing with basic personal and social needs.

Demonstrate understanding of oral and written questions about familiar topics.

Follow oral and written directions, commands, and requests.

Identify key words or main idea(s) from oral or written passages.

Make inferences from simple oral and/or written passages

Interpersonal:The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Interact with teacher and peers

using standard greetings, farewells, and expressions of courtesy orally and in writing.

Use basic words and short learned phrases during interactions orally and in writing.

Ask and answer questions about feelings using learned material orally and in writing.

Engage in oral and written conversation (e.g., face-to-face, e-mails, letters) to exchange essential and personal information about everyday topics.

Use culturally acceptable

Presentational:The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Give short oral or written

presentations about people, places, things, and events using everyday words and phrases.

Dramatize songs, simple skits, or readings dealing with familiar topics.


World Languages

Prince William County Public Schools(e.g., conversations, dialogs, narratives, advertisement songs, rhymes, chants, and literature) about familiar topics.

Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.

vocabulary, idiomatic expressions, and gestures.

Strategies and Resources Resources:

Textbook: Invitation to Languages Workbook Audio Program Video Program Authentic Materials (Realia)

Strategies:


Working with partnersWorking with groupsT-charts

Introduction to World Languages Middle School Curriculum and Pacing GuideFrench




World Languages

Prince William County Public SchoolsThematic Unit/Topics:French……………..Where in the world is… your mascot (insert name of your school’s) going?

Virginia SOL:


Cultures Products Practice Perspectives


I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of courtesy both orally and in writing.I.A.3: Initiate close brief oral and written exchanges in the target language.I.B.1: Identify main ideas and some details when listening and reading in the target language.I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among statement, questions, and exclamations.I.C.1: Present simple rehearsed material illustrating everyday situations.II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking leave of members of the target culture.II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.II.C.2: Identify contributions of the target culture.III.B.2: Apply skills learned in the foreign language classroom to other content areas.IV.A.2: Recognize similarities in structural patterns of English and other languages and the target language and use this awareness to derive meaning.IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own cultures.IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other cultures.V.A.3.: Utilize accessible target-language resources within the community and media for educational recreation purposes.

Essential Questions: How and why did French evolve from Latin? How did French reach various corners of the world? How can I use French to enhance my knowledge of English and other disciplines? What are Francophone cultural products, practices, and perspectives and how do they influence our

lives today? How can I enhance my relationship with others and my future through the study of French? How can I communicate appropriately with native speakers of French?


World Languages

Prince William County Public SchoolsOutcomes/Objectives/Learning Targets:

SWBAT:


SWBAT:

Identify where French is spoken in the world Explore the basic sound systems of French Recognize the importance of diacritical marks in French Greet and say goodbye to others appropriately in informal and formal situations Count in French using numbers 1-20; by 10’s to 100 Use expressions and phrases of politeness and etiquette Ask simple questions and respond with information about daily life. Understand Francophone culture in terms of products, practices, and perspectives

Vocabulary: Alphabet Greetings Common expressions Numbers Days of the week Months of the year Weather Colors Food Family Francophone Cognate Accent (pronunciation) Register (formal; informal) Subject Pronoun (1st & 2nd person) Salutation Gender (masculine; feminine) Idiomatic expression

Formative Assessments: Identifying Intonation Practicing French in the Oral and Written Forms Reading and Understanding Simple Phrases


World Languages

Prince William County Public Schools Using Context Clues to Identify the Meaning from French Realia

SummativePerformance AssessmentStrategies and Resources Resources:

Textbook: Invitation to Languages, Pages 94-151

Quick Reference for French in Teacher Resource Section of Intro to WL curriculum notebook– to be developed

Tennessee Bob http://www.utm.edu/staff/bobp/french/french.html

(French notes, links, & activities) http://www.glencoe.com/

http://www.mapsofworld.com (historical, cultural & language facts)

Languages Online www.education.vic.gov.au/languagesonline/

(French & Spanish activities and games) Francais Interactif www.laits.utexas.edu/fi/ (Online introductory course) Internet keyword searches – Chansons - songs Dessins animés – cartoons Émissions pour enfants – t.v. shows for children Livres pour enfants – children’s books

Strategies:


http://www.laits.utexas.edu/fi/

http://www.education.vic.gov.au/languagesonline/

http://www.mapsofworld.com/

http://www.glencoe.com/

http://www.utm.edu/staff/bobp/french/french.html

World Languages


Introduction to World Languages Middle School Curriculum and Pacing GuideJapanese


Pacing Guidelines:1 Week or 3-6 Hours

Thematic Unit/Topics:Japanese……………..Where in the world is… your mascot (insert name of your school’s) going?


World Languages

Prince William County Public SchoolsVirginia SOL:


Cultures Products Practice Perspectives


I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of courtesy both orally and in writing.I.A.3: Initiate close brief oral and written exchanges in the target language.I.B.1: Identify main ideas and some details when listening and reading in the target language.I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among statement, questions, and exclamations.I.C.1: Present simple rehearsed material illustrating everyday situations.II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking leave of members of the target culture.II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.II.C.2: Identify contributions of the target culture.III.B.2: Apply skills learned in the foreign language classroom to other content areas.IV.A.2: Recognize similarities in structural patterns of English and other languages and the target language and use this awareness to derive meaning.IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own cultures.IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other cultures.V.A.3.: Utilize accessible target-language resources within the community and media for educational recreation purposes.

Essential Questions: How is the evolution of Japanese unique? How is Japanese different from the Romance languages? How can I use Japanese to enhance my knowledge of English and other disciplines? What are some Japanese cultural products, practices, and perspectives and how do they influence our

lives today? How can I enhance my relationship with others and my future through the study of Japanese? How can I communicate appropriately with native speakers of Japanese?


SWBAT:

Identify where Japanese is spoken in the world Explore the basic sound systems of Japanese Recognize how Japanese is written Greet and say goodbye to others appropriately in informal and formal situations


World Languages



SWBAT:

Use expressions and phrases of politeness and etiquette Ask simple questions and respond with information about daily life Count in Japanese using numbers 1-20; by 10’s to 100 Understand Japanese culture in terms of a few major products, practices, and perspectives

Vocabulary: Greetings Common expressions Numbers Days of the week Months of the year Food Register (formal; informal) Salutation Idiomatic expression Tonal language Ideograph carácter

Formative Assessments: Practicing Japanese in the Oral and Copying some written characters

Summative Performance AssessmentStrategies and Resources Resources:

Textbook: Invitation to Languages, Pages 266-294

http://www.mapsofworld.com/pages/tongues-of-world/infographic/infographic-of- japanese/

(historical, cultural & language facts)

https://www.youtube.com/watch?v=ShpttiWcAQY (Japanese Gestures)

Strategies:


https://www.youtube.com/watch?v=ShpttiWcAQY

http://www.mapsofworld.com/pages/tongues-of-world/infographic/infographic-of-japanese/

http://www.mapsofworld.com/pages/tongues-of-world/infographic/infographic-of-japanese/

World Languages


http://www.genki english.net/ genkijapan /menu.htm (numbers, days, weather, months, colors songs with visuals)

https://www.coscom.co.jp/learnjapanese101/wordcategory/basicwords_greeting.html

(Pronunciation of everyday phrases with cultural notes)

Check with Robert Bowling, our Japanese teacher at Antietam Elementary School for some specific information


http://www.genkienglish.net/genkijapan/menu.htm

World Languages - Prince William County Public Schools Web viewThe Introduction to World Languages...

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