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Nebraska K-12 Foreign Language Frameworks 1

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Challenge for a New Era

Nebraska K-12

FOREIGN LANGUAGEFRAMEWORKS

2 Challenge for a New Era

The Nebraska K-12 Foreign Language Frameworks was developed by the Nebraska Department of Educationthrough funding provided by the U.S. Department of Education, Secretary’s Fund for Innovation in Education,Innovation in Education Program CFDA Number: 84:215E, Grant #R215E40029.

It is the policy of the Nebraska Department of Education not to discriminate on the basis of sex, disability, race,color, religion, marital status, or national or ethnic origin in its educational programs, admissions policies,employment policies or other agency-administered programs.

Products mentioned in this publication are not necessarily endorsed or recommended by the NebraskaDepartment of Education. Products are mentioned for your information and review.

Copyright 1996 by theNebraska Department of Education

Published by the Nebraska Department of Education301 Centennial Mall South

Lincoln, NE 68509-4987

All rights reserved

Nebraska K-12 Foreign Language Frameworks i

Table of Contents

Preface.................................................................................................................................................................................. vAbout the Frameworks ....................................................................................................................................................... ixAcknowledgments .............................................................................................................................................................. xi

The ChallengeVision .................................................................................................................................................................... 1Mission .................................................................................................................................................................. 3Goals and Rationale ............................................................................................................................................ 5

Context and Concerns ............................................................................................................................................. 7

Goals and StandardsUsing the Frameworks ..................................................................................................................................... 15Overview of the Goals and Standards ........................................................................................................... 19

Goal One: COMMUNICATIONOverview of Goal One ....................................................................................................................... 21Progress Indicators ............................................................................................................................. 23Classroom Examples .......................................................................................................................... 29Development Charts ........................................................................................................................... 37

Goal Two: CULTURESOverview of Goal Two ....................................................................................................................... 41Progress Indicators ............................................................................................................................. 43Classroom Examples .......................................................................................................................... 45Development Charts ........................................................................................................................... 49

Goal Three: CONNECTIONSOverview of Goal Three ..................................................................................................................... 51Progress Indicators ............................................................................................................................. 53Classroom Examples .......................................................................................................................... 55Development Charts ........................................................................................................................... 57

Goal Four: COMPARISONSOverview of Goal Four ...................................................................................................................... 59Progress Indicators ............................................................................................................................. 61Classroom Examples .......................................................................................................................... 63Development Charts ........................................................................................................................... 67

Goal Five: COMMUNITIESOverview of Goal Five ....................................................................................................................... 69Progress Indicators ............................................................................................................................. 71Classroom Examples .......................................................................................................................... 73Development Charts ........................................................................................................................... 75

Nebraska K-12 Foreign Language Frameworks iii

Table of Contents

Learning ScenariosAbout the Learning Scenarios ...................................................................................................................... 77Index to Scenarios ............................................................................................................................................. 78Scenarios ............................................................................................................................................................. 83

Frameworks Glossary .......................................................................................................................................... 127

Frameworks References ..................................................................................................................................... 133

Assessments ...............................................................................................................................................................139

Index ...................................................................................................................................................................139Acknowledgments ...........................................................................................................................................140Belief Statements ..............................................................................................................................................140Designing Assessments ................................................................................................................................. 141Sample Assessments ........................................................................................................................................159Assessments Glossary......................................................................................................................................185

Assessments Appendixes A-F ........................................................................................................................187

Curriculum Planning ......................................................................................................................197

Index ...................................................................................................................................................................197Acknowledgments ...........................................................................................................................................198The Planning Process .......................................................................................................................................199Key Terms ..........................................................................................................................................................207Templates and Examples .................................................................................................................................209Sample Units .....................................................................................................................................................223Sample Technology-Enhanced Units .............................................................................................................229

References for Technology-Enhanced Units .................................................................................................252

Strategies for Diverse Learners......................................................................................................253

Index ...................................................................................................................................................................253Acknowledgments ...........................................................................................................................................254Planning Instruction ........................................................................................................................................255Learning Theories & Instructional Models ...................................................................................................263Strategies in the Foreign Language Classroom............................................................................................301Glossary .............................................................................................................................................................333References ..........................................................................................................................................................335

Strategies for Diverse Learners Appendixes ................................................................................................337

http://nde4.nde.state.ne.us/CURR/forlang/FLFAsses.pdf

http://nde4.nde.state.ne.us/CURR/forlang/FLFCurric.pdf

http://nde4.nde.state.ne.us/CURR/forlang/FLFDiv.pdf

iv Challenge for a New Era

Teacher Preparation Guidelines ......................................................................................................................345

Index ...................................................................................................................................................................345Acknowledgments ...........................................................................................................................................346Mission Statement ............................................................................................................................................347Stages of Teacher Development .....................................................................................................................348Principles ...........................................................................................................................................................349Model Methods Course (secondary level) ....................................................................................................355

Model Methods Course (elementary level) ..................................................................................................365

Frameworks Appendix(Appendix A: deleted)

Appendix B: Issues Papers (abstracts) ...................................................................................... renumbered B1

Table of Contents

http://nde4.nde.state.ne.us/CURR/forlang/FLFTP.pdf

Nebraska K-12 Foreign Language Frameworks v

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The Nebraska K-12 Foreign Language Frameworks includes theknowledge, experience, and energy of a wide variety ofpeople in Nebraska: teachers, administrators, and parentsfrom large and small school districts; higher educationinstructors; representatives from local and state govern-ment, school boards, the business community; and inter-ested citizens from across the state. Their efforts involvedreading, reflecting, discussing, writing, evaluating andrevising.

This document gives Nebraska citizens a challenge for anew era in foreign language education. The Frameworksprovides a guide for teachers to make curricular decisionsabout what students will be able to do with the languageand the information about other cultures. The documentalso offers school boards and administrators a rationaleand guidelines for planning a fully articulated foreignlanguage education program from kindergarten throughtwelfth grade.

This is a “living” document which should continue todevelop through the years. Please read the Frameworksdocument carefully and evaluate it honestly. We invite yourcomments. Together we can provide a curricular guidelinewhich gives all Nebraska students the opportunity tocommunicate in a language other than English, to learnabout other cultures, to connect with other disciplines, tocompare their language and culture with others, andultimately to use the language at home and around theworld.

Preface


“Language is not an abstract construction of the learned, or of dictionary-

makers, but is something arising out of the work, needs, ties, joys,

affections, tastes, of long generations of humanity, and has its bases broad

and low, close to the ground.”

Walt Whitman


Dear Colleagues:

The Nebraska Department of Education is committed to the principle of providing quality educationfor all students. Our commitment is expressed in the High Performance Learning Model, a model thatoffers guidance to local school districts as they plan and implement school improvement activities,including the redesign of their curriculum. The High Performance Learning Model identifies essentialareas that school districts may consider in school improvement plans.

High Performance Learning requires quality curriculum, effective instructional programs, andimplementation of best practice. Curriculum frameworks provide ways to develop quality in HighPerformance Learning.

The Department of Education suggests that local schools use curriculum frameworks to examinecurrent curriculum, to determine important revisions and to consider the implementation of nationalstandards, such as the Standards for Foreign Language Learning, written in collaboration with theAmerican Council for the Teaching of Foreign Languages and the American Associations for theTeaching of Spanish and Portuguese, French, and German.

The Nebraska K-12 Foreign Language Frameworks identifies essential content knowledge and skillsthat students should know and be able to do to communicate and understand people and culturesfrom other countries. It does so in a manner that provides direction without being prescriptive. Thismodel is a framework, not a curriculum, and serves as a guide for local decision-making.

The Foreign Language Frameworks is very flexible. No matter when a language program is started inindividual school districts, the curriculum decision-makers can apply the goals, standards, andprogress indicators of the Frameworks to their curriculum. The Frameworks advocates active studentparticipation by encouraging students to practice using the language in a variety of contexts.

It is our hope that this K-12 Foreign Language Frameworks provides guidance and support toenhance learning for all students in the State of Nebraska and that it will be used as a resource forlocal curriculum planning.

NEBRASKA DEPARTMENT OF EDUCATION

• •301 Centennial Mall South•••P. O. Box 94987 •••Lincoln, Nebraska 68509-4987• •Telephone •••402-471-2295 (Voice/TDD) •••Fax 402-471-0117

Douglas D. Christensen, Ph.D., CommissionerPolly Feis, Deputy Commissioner

vii

Nebraska K-12 Foreign Language Frameworks ix

About the Standards/ Frameworks Project

The Nebraska K-12 Foreign Language Standards/Frame-works Project is designed to provide direction, and coordina-tion for best practices in foreign language instruction. Theproject is supported by a grant from the U.S. Department ofEducation, Secretary’s Fund for Innovation in Education withthe State of Nebraska, Department of Education.

The Frameworks is a resource for schools to improvethe quality of education for ALL students through systemicchange. The Frameworks document is a statement of whatstudents should know and be able to do to achieve the goalsof foreign language education. It is NOT a mandate, amethod of instruction, or a curriculum. The Nebraska K-12Foreign Language Frameworks includes goals, standards,progress indicators, classroom examples, sample learningscenarios, and sample assessments.

The Nebraska K-12 Foreign Language Standards/Frameworks Project is a three-year, multi-faceted project.Phase I includes the drafting and review of the standards andtheir incorporation into a frameworks document. Phase IIimplements the standards in several ways. The standardsserve as a basis for the development of teacher educationguidelines and model methods courses. In addition, state-wide workshops provide foreign language teachers withopportunities to see modeling of best practices, to give input,and to share ideas with colleagues. Activities in pilot schoolsand summer institutes and the work of the Learning ScenarioReview Board contribute to the implementation of thestandards and increase the involvement of foreign languageeducators. Phase III provides a cadre of master teachers tooffer staff development opportunities statewide to broadenthe implementaion of the standards and promote bestpractices.

Many individuals contributed to this document. Theyinclude the Advisory Committee, Steering Committee,Review Board, Writing Teams, and Teacher PreparationGuidelines Committee. Members of these groups includeforeign language educators, business and governmentleaders, community representatives, administrators, andparents who provided a wealth of ideas and perspectives forenhancing foreign language education in Nebraska.

The Nebraska Foreign Language Standards/Frame-works Project alone cannot change foreign language educa-tion. Teachers must be committed to the implementation ofthe standards. They also need strong support from schooldistricts to reach the goal of the project: to provide studentsin all Nebraska schools--large and small, rural and urban--with the opportunity to develop competency in a secondlanguage by high school graduation.

The Frameworks is a

resource for schools to

improve the quality of

education for ALL

students through

systemic change.

Nebraska K-12 Foreign Language Frameworks xi

Acknowledgments

Doug Christensen, Commissioner of EducationAnn Masters, Administrator, Curriculum/InstructionMel Nielsen, Project DirectorMarie Trayer, Project CoordinatorElizabeth Hoffman, Steering CommitteeDave Ankenman, Steering Committee

Roger BruningTeachers CollegeUniversity of Nebraska-Lincoln

Terry Flowerday, graduate assistantUniversity of Nebraska-Lincoln

Nebraska Department of Education:

Project Evaluation:

Ron Dughman, NDE-Special PopulationsRobert Egbert, Teachers College University of Nebraska-

LincolnTim Erickson, Nebraska Governor’s OfficeJerald Fox, Office of International Education

University of Nebraska at KearneyElvira Garcia, Department of Foreign Languages

University of Nebraska at OmahaRosalie Goldberg, Kearney High SchoolBette Harken, Union Pacific Railroad, OmahaElizabeth Hoffman, NDE-Technology CenterJean Jones, Seward School BoardMary Kamerzell, Gering Public SchoolsJim Leuschen, U.S. West, OmahaZoe Louton, Filley Public SchoolsJanis McKenzie, Nebraska State LegislatureJoyce Michaelis, Department of Foreign Language

Nebraska Wesleyan UniversityAli Moeller, Teachers College

University of Nebraska-LincolnCarol Renner, Kearney Public SchoolsSusan Rouch,

Nebraska Department of Economic DevelopmentNancy Rowch, NDE-Equal Educational OpportunityL. Susan Smith, Lincoln Public SchoolsJoseph Stimpfl, International Affairs

University of Nebraska-LincolnHarriet Turner, Department of Modern Languages/Literature

University of Nebraska-LincolnSharon Watts, Omaha Public Schools

Editor:Cover art/graphics:

Layout/desktop publishing

Publication support:

Gordon CulverPaul FellSusan Dahm

Sandy PetersBarb SanfordTracy Spaulding

Advisory Committee:

sss

xii Challenge for a New Era

Acknowledgments

Sybille Bartels, Dana College, BlairMarie Blair, University of Nebraska-LincolnKaren Bowley,* Arnold Elementary School, LincolnPat Branson, Bellevue East High SchoolMitzi Delman, Westside High School, OmahaMarilyn Gordon, Fremont Senior High SchoolCynthia James, Rousseau Elementary School, LincolnZoe Louton, Filley Public SchoolsPatricia McGill, Waverly Junior-Senior High SchoolJoyce Michaelis, Nebraska Wesleyan University, LincolnBeverlee Paul, Gordon Elementary SchoolPatricia Randolph, Scottsbluff High SchoolRebecca Rhoads, Omaha North High SchoolSusan Rodda, Loveland Elementary School, OmahaErin Sass, Southeast High School, LincolnSuzanne Panek Schumacher, Omaha North High SchoolFaye Simpson, Norfolk Junior High SchoolBeth Sittig, Morton Middle School, OmahaRoberta Slaughter, Ogallala High SchoolJune Strohmeyer, Norris Middle School, OmahaSharonTelich,* Westside Middle School, OmahaSharon Watts, Omaha Public SchoolsLinda Weisse, Andersen Middle School, OmahaLeanne Wiemer, Aurora Public SchoolsNancy Wolf,* Millard South High School, Omaha

Standards Writing Team:* team leader

Denise Arnold, Northwest High School, OmahaDaryl Ann Bayer, Central High School, OmahaMarie Blair, University of Nebraska-LincolnPrintha Fox, Wauneta-Palisade SchoolsMarilyn Gordon, Fremont Senior High SchoolNila Jacobson, McPhee Elementary School, LincolnCynthia James, Rousseau Elementary School, LincolnPatricia McGill, Waverly Junior-Senior High SchoolRebecca Rhoads, Omaha North High SchoolThomas Ronay, Andersen Middle School, OmahaRosa Zimmerman, Ogallala High School

Learning Scenario Review Board:

Learning Scenario Contributors: Daryl Bayer, Central High School, OmahaPat Branson, Bellevue High SchoolLila Brock, St. Francis High School, HumphreyAlicia Cornemann, Hartington High SchoolMarilyn Gordon, Fremont High SchoolJulie Grant, Holdrege High SchoolMichelle Konwinski, Silver Creek High SchoolJody Krupski, Gross High School, OmahaZoe Louton, Filley Public SchoolsPatricia McGill, Waverly Junior-Senior High SchoolLisa Nabity, Polk-Hordville High SchoolElizabeth Nichols, Northwest High School, OmahaSuzanne Panek Schumacher, North High School, OmahaMary Ann Pederson, Westside High School, Omaha

sss

Nebraska K-12 Foreign Language Frameworks xiii

Acknowledgments

Patricia Randolph, Scottsbluff High SchoolRebecca Rhoads, North High School, Omaha‘Susan Rodda, Loveland Elementary School, OmahaErin Sass, Southeast High School, LincolnBeth Sittig, Morton Middle School, OmahaCarol Stoltenberg, Westside High School, OmahaMarla Wade, Hemingford High SchoolBryan Watkins, Burke High School, OmahaMichelle Wellner, Louisville High School

Learning Scenario Contributors, continued:

Glossary:

Marty Abbott, Fairfax County Public Schools Fairfax County, Virginia

Daryl Bayer, teacher, Central High School, OmahaChristine Brown, Glastonbury Public Schools,

Glastonbury, ConnecticutMyriam Met, Montgomery County Public Schools

Rockville, MarylandBea Reyes, parent, ScottsbluffDick Wollman, principal, Millard South High School, Omaha

Acknowledgment is also given to the many persons acrossNebraska who responded to this document by contributingtheir time, interest, and ideas—teachers; school administra-tors; parents; higher education instructors; and representa-tives of the business community, state and local government,school boards, and community organizataions.

Sidney Hahn Culver, (retired)Teachers CollegeUniversity of Nebraska-Lincoln

Curriculum Planner Contributors: Kathy Hardenbergh, Millard South High School, OmahaJan Lund, Ralston Senior HighErin Sass, Southeast High School, LincolnBryan Watkins, Burke High School, OmahaKrista Wells, East Butler Schools, Brainard

Draft Reviewers:

In Addition:

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The Nebraska K-12 Foreign Language Frameworks pro-vides a map for guiding Nebraska schools into the twenty-first century. It outlines important skills that students inour state will need to survive and prosper socially andeconomically.

The Frameworks presents a departure from thetraditional grammar-based approach to instruction. Itadvocates that the opportunity for language learning beavailable to all with an emphasis on culture and communi-cation. This reinforcement of cultural knowledge affirmsthe many cultures existing within the community andpromotes awareness of the international connections thatexist locally. It calls for students to be able to gain knowl-edge and understanding of other cultures, to developinsight into their own language and culture, to communi-cate in the language and to use authentic materials so thatstudents can see the “real” connections to what they arelearning in school and to their future career choices.

The implications of the concepts in the Frameworksare important since students will live most of their adultlives in a world that will be dramatically different fromthat of their parents and grandparents. They will live withthe challenges and rewards of living in a technologicalsociety that presupposes immediate communication,diverse social settings and interactions, resolving conflict atthe national and international level, ecological problem-solving, and competitive job markets. Effective communi-cation based on a knowledge of language and cultures willbe their key to surviving and prospering.

The Frameworks emphasizes that learning aforeign language is a skill that must be developed overtime. “Come early, stay late” is the rallying cry--thechallenge to provide a K-12 foreign language learningopportunity for all Nebraska students.

“Come early, stay late”

is the rallying cry--the

challenge to provide a

K-12 foreign language

learning opportunity

for Nebraska students.

Vision:

The Challenge


The Nebraska frameworks document providesdirection and support for school communities in thedevelopment and assessment of an articulated foreignlanguage curriculum.

◆ A K-12 articulated foreign language programshould be available to all students.

◆ All students can learn and experience success ina foreign language.

◆ Second language acquisition provides the visionand skills necessary to be a global citizen.

◆ The primary goal of foreign language educationshould be real-life communication

◆ Foreign language is a part of the core curriculum

◆ Foreign language education develops critical-thinking skills

◆ Assessments must reflect proficiency andcommunication as expressed in state andnational standards/frameworks.

Mission :

We Believe:

Mission and Beliefs


Goals and Rationale

Communicate in Languages Other than English

Rationale: As the world moves toward a more globalizedeconomy, it becomes even more important that foreignlanguage study results in a proficiency level that enablesstudents to read authentic materials, and to understand,speak, write, and respond in a language other than their own.

Gain Knowledge and Understanding of OtherCultures

Rationale: As students gain from the sharing and learning ofcustoms, it is important that they understand the culturalperspectives that generate patterns of behavior, ways of life,world views, and contributions in the multiple countries andcultures that the language includes.

Connect with Other Disciplines and AcquireInformation

Rationale: As students increase their proficiency in anotherlanguage, they acquire new ideas, information, and depth ofknowledge and insight into other subjects.

Develop Insight Into the Nature of Languageand Culture

Rationale: As students become aware of the similarities anddifferences between their first and second languages, theyalso learn to look at their own language and culture from anew perspective.

Participate in Multilingual Communities at Homeand Around the World

Rationale: It is important to identify the effects that learning aforeign language has on students within their communities.Foreign language learning is a skill that has life-long implica-tions for the enhancement of career options as well as theenrichment of one’s perspectives in everyday life.

Goal One:

Goal Two:

Goal Three:

Goal Four:

Goal Five:


Context and Concerns

Note: As Nebraska foreign language educators undertook the task ofdeveloping a frameworks document for the State of Nebraska, it wasimportant to them that this document would incorporate the workand expertise of those who were developing the Standards forForeign Language Learning at the national level. Thus, it becamea conscious decision to design the Nebraska document to reflect andprovide connections to the national document so that they wouldsupport each other.

Nebraska hosts a growing economy that is oriented towardagriculture, industry, finance, education, and research—aneconomy that demands contact and interaction with theglobal marketplace. Therefore, we must have the knowledgeand the skills to communicate effectively in other languages,to connect to other disciplines, and to compare our cultures toothers in order to better understand the communities of theworld.

This is the challenge of today’s foreign language educa-tion. Students must learn to interact and communicate in thetarget language. In doing so, they gain a much greaterunderstanding and respect for other cultures, as well as amore objective view of the verbal and nonverbal aspects oftheir own language.

The insights and knowledge gained through the study offoreign language are many, and they affect the learner inmany ways.

◆ Studying a foreign language may give students anintellectual boost. Scores in math and science onthe ACT and SAT tests are significantly higher forstudents who are studying foreign language,socioeconomic backgrounds notwithstanding.

◆ Studying a foreign language provides connectionsthroughout a student’s entire curriculum. Foreignlanguage study is especially good for makingconnections with other disciplines because itincludes music, art, social studies, mathematics,science, history, and the student’s own language.These connections allow the learning differencesand styles of every learner to be developed to thefullest.

◆ Studying a foreign language opens the world ofliterature to every age level. It not only encom-passes the culture of the language being studied, italso creates an acute awareness of the culturalallusions contained in one’s own literature.

Why is the study of foreignlanguage necessary?

Nebraska hosts a

growing economy...that

demands contact and

interaction with the

global marketplace.



◆ Learning a foreign language provides a competi-tive edge in career choices in today’s andtomorrow’s world. The foreign language experi-ence enhances cultural sensitivity and provideslinguistic insights necessary for citizens in aworldwide community.

Foreign language standards allow a sense of movement anddirection toward broadly conceived purposes for languagestudy. They define, support, and set parameters for the keyideas, concepts and practices of curriculum and instructionaldesign, development, and implementation. They providesupport to teachers and others who are involved in develop-ing courses and programs, and they provide guidelines todetermine what students should know and be able to do.

The standards can serve as a model of what can happenoptimally in a foreign language classroom. They are NOT amandate. However, the standards will provide an opportunityto explore issues such as:

◆ teaching for communication

◆ heightening students’ linguistic and culturalawareness of their community and their world

◆ encouraging interdisciplinary connections

◆ involving the business community as speakers,mentors, and models

◆ preparing student for using language in whatevercareer choices they make.

The Nebraska Foreign Language Frameworks uses theconcept of beginning, developing, and expanding as stages oflanguage development rather than segmenting them intospecific grade levels such as 4, 8, and 12 as used in otherframeworks.

The use of beginning, developing, and expanding stagesunderscores the firm belief that acquisition of a secondlanguage is a long-term process that should be a part of astudent’s educational experience from kindergarten throughgrade 12. Just as no one expects that a student learn all there isto know about English, math, science, and social studies intwo years, neither should it be expected that students learnforeign language without the time necessary to develop realproficiency. It must be noted that what a student will be ableto accomplish depends on many factors, one of which iscontact time with the language and the culture.

How will the standards affectwhat happens in the foreignlanguage classroom?

Why are standards necessary?

Why identify the stages oflanguage development asbeginning, developing, andexpanding in this document?



How much language a student acquires is a direct resultof an ongoing, articulated effort. The terms beginning, develop-ing, and expanding emphasize the fact that language is acomplex system and that skills are developed over a longperiod of time. A student at a beginning level is learning basicskills regardless of the student’s grade level. A student at thedeveloping level will be able to use short phrases, and simplesentences, but still will not be considered proficient or fluentin any of the five goals using the target language. However, astudent benefiting from a K-12 language experience will be atthe expanding level and able to participate in the target lan-guage in analytical and higher-level tasks similar to those inhis/her other core and elective subjects.

The standards are intended to serve as a gauge of excellenceas schools carry out their responsibilities for developing aforeign language curriculum. The standards provide defini-tion for the curriculum and possibilities within the languagestudy sequence. Looking at the full spectrum of foreignlanguage standards provides a complete picture of theirpossible impact on learning. More specifically, nationalstandards provide the general goals, standards, and sampleprogress indicators. The state frameworks deal with goals forinstruction, content, and sample units, as well as recom-mended assessment procedures. The district curriculum, inturn, determines the local goals for instruction, content, unitspecifics, suggested units and sequence, methods, and re-sources with specific assessment techniques. The teacher usesthese to design the lesson or unit plan insofar as objectives forlearning are set with content and lesson specifics, unit topicsand lessons, procedures to implement the activities, teaching/learning activities, and resources for unit plans followed byspecific objectives and assessments. [Figure 1]

What is the relationship of statestandards with local districts?

Goal Areas

Standards

Sample ProgressIndicators

Goals for Instruction

ContentUnit types

Structure of contentScope

Sequence

Recommendedassessmentprocedures

Local Goals forinstruction

ContentUnit specifics

Suggested units andsequenceMethods

Resources

Specific assessmenttechniques

Specific objectives forlearning

ContentLesson specifics

Unit topics and lessonsTeaching/learningresources for unit

lessons

Specific objectivesand assessments

Lesson/Unit PlansDistrict CurriculaState FrameworksNational Standards

Figure 1: Adapted with permission from the Visual Arts Education Reform Handbook, National Art Education Association, 1995



Teachers will recognize the strong influence of the AmericanCouncil on the Teaching of Foreign Languages (ACTFL)proficiency guidelines on these standards. The Nebraskastandards incorporate proficiency-oriented or communica-tively-based instruction as well as a broad vision of theteaching of target cultures to encompass lifestyle andcivilization.

The standards are not separated into skill areas oflistening, speaking, reading, and writing. Instead, the Ne-braska standards address communication through socialinteractions, information processing, and personal enjoy-ment—all of which are contexts in which the skill areas andculture are combined and integrated in multiple ways. Thestandards venture into new areas that will now be possible toachieve because of the concept of earlier starts for foreignlanguage learning and longer sequences for learners.

National and state standards are voluntary, each developedby a process involving hundreds of teachers. At the statelevel, teachers representing every level of instruction fromkindergarten to post secondary have been involved. It isimportant that the classroom teacher become a part of theimplementation of the standards since it is he/she who is atthe heart of educational reform. From the start, teachers havebeen an integral part of shaping the state standards becausethey are truly the agents of change, the implementors ofstandards for students, and the catalysts for the success orfailure of the standards.

The standards will challenge students, but they willlikewise challenge teachers to continue to learn and to grow.Within the standards, teachers will find encouragement tocontinue to improve their own proficiency in language andextend their experiences with target cultures. They will findthemselves charged with building strong repertoires ofinstructional strategies based on ever-evolving research thatwill encourage good instructional decisions for students.

Teachers will be motivated to forge strong connectionsacross the disciplines and within the organizational structureof the total school curriculum. So, “How will the standardsaffect me as a teacher?” The answer is another question:“How can they not?”

What is the relationship ofstandards to the ACTFLproficiency guidelines?

How will the standards affectme as a teacher?

The standards will

challenge teachers to

continue to learn and

to grow.



Incorporated in this standards/frameworks document is thebelief that all children can learn and experience success in aforeign language given the time and opportunity. Inherent inthis belief is the realization that all children will reach differ-ent levels of accomplishment based on what they bring to thelearning process. The following components for successfullearning are found in the Frameworks:

◆ A priority on teaching for communication

◆ An emphasis on understanding and acceptance ofother cultures

◆ Students learning in a variety of ways and settings;such as, cooperative learning, computerizedinstruction, and partner work

◆ Students acquiring language proficiency at variedrates

◆ Instruction adapted to meet the needs of thelearner

◆ Expectations adjusted as the learner demonstrateshis/her ability to do a task

◆ Assessment reflecting classroom instruction

Classical languages maintain a viable position in foreignlanguage programs at the middle school and high schoollevels throughout the country and certainly in Nebraska.Therefore, it is important that they be reflected in the stateframeworks document.

Individual schools and school districts will see manyareas for integration with the national standards. There arechallenges that classical languages face in aligning themselveswith the standards. These include the emphasis on functionallanguage in Goal One and the various forms, pronunciations,and cultural contributions of ancient Rome and Greece.However, it is important that classicists and others with avested interest in maintaining the position of classical lan-guages in foreign language programs continue to seek acorrelation between learning a modern language and learningan ancient one.

Classical languages are viable bases for cultural andlanguage development as much in the global marketplace ofthe twenty-first century as during any other period of history.

How do the standards applywhen teaching to diverse levelsin the classroom?

What about the classicallanguages and thestandards?



The standards/frameworks document is designed to providedirection, focus, and coordination for the best practices inforeign language instruction. It should provide a resource forall language instruction since the emphasis is on what stu-dents should know and be able to do. While it may takelonger to arrive to certain proficiency levels, the ultimategoals of communication--gaining knowledge and understand-ing of the culture(s), connecting with other disciplines andacquiring information, developing insight into one’s ownlanguage and culture, and participating in multilingualcommunities at home and around the world--will remain thesame.

The Frameworks encourages children to “come early and staylonger” in foreign language study. Students who are a part ofthis concept will develop a much fuller and richer level oflanguage proficiency that will serve them as a life skill.

Students following the five goals of the standards/frameworks document will find their lives enriched by thestudy of language. They will reinforce and further theirknowledge of other subjects through foreign language. Theywill also have a better insight into their own language, astrong appreciation of the culture(s) they are studying, adeeper understanding of cultural differences, and a betterpreparation to enter the multilingual world that awaits them.For those students, language study will be a continuous,articulated, core component of their curriculum and a signifi-cant addition to their individual academic and personaldevelopment.

The language of business is the language of the country wherethe business is being conducted. The study of a foreignlanguage opens students to the implications of language andculture in the economic and business world while developingan insight into the skills and educational background theyneed for success.

Although the Frameworks is written for the K-12 educationalexperience, it will almost certainly affect higher education. Itis important that higher education be cognizant of the stan-dards/frameworks document for several reasons:

◆ Students who have attained a high level of profi-ciency in a K-12 foreign language program will beable to continue toward a greater proficiency intheir target language and a deeper knowledge ofthe target culture in their post-secondarycoursework.

How will the standards affecthigher education?

How can the study of a foreignlanguage benefit students intheir career choices?

How will the standards inthis document affect mychild in his/her learning of aforeign language?

What about the less commonlytaught languages and thestandards?



◆ Teachers receiving such students may find themready for in-depth study of culture and civilizationand able to use authentic documents for researchin other fields of study.

◆ Students who have enjoyed language learning inthe K-12 grades may find themselves ready to addanother language and thus increase their multi-lingual abilities.

◆ Post-secondary educators have the responsibilityto incorporate the standards in teacher preparationso that teachers entering the field are ready to usethe concepts in their own teaching practices.

Just as the earlier starts and longer sequences of theK-12 Frameworks allow students the possibility to ventureinto new areas, so also the post-secondary curriculum shouldprovide the opportunity to continue the momentum oflanguage learning.

The standards should provide positive opportunities forappreciation and growth on the part of students, staff, andcommunity.

◆ Students will gain from the fullness and depth ofthe language experience reflected by the five goals.They will be challenged by the expectations ofhigh levels of achievement even while allowingfor multiple entry points. They will have theopportunity to develop a greater facility withlanguage while simultaneously reinforcing manyof the goals and standards in other disciplines.

◆ Teachers/staff will gain additional knowledge,expertise, confidence and facility when utilizingthe standards in their planning. They also willbenefit from the interaction with colleaguesthrough opportunities for professional develop-ment and in-service that will be offered as thestandards are accepted and implemented.

◆ The community will gain from other languagesbeing studied and spoken. It will also find adeeper understanding of the cultures within thecommunity as well as a better appreciation forcultural differences. Business and industry lookfavorably upon environments where there is acelebration of languages and cultures.

How will the standards affectthe students, staff, and com-munity that my school/districtserves?

...the earlier starts and

longer sequences of the

K-12 Frameworks

allow students the

possibility to venture

into new areas...



Administrators and policy makers who wish to incorporateforeign language standards into their curriculum face someunique challenges because there is no nationally acceptedcurriculum sequence with clearly defined stages of articula-tion for foreign language study.

Today’s foreign language programs vary dramatically.There are two-to-four-year high school programs. There aresome programs that begin in the eighth grade and others thatbegin in the seventh. There are foreign language exploratoryprograms that can begin anywhere in elementary or in middleschool. Programs use a wide range of instructional ap-proaches—some offer immersion programs, others are partialimmersion, some offer content-related foreign language,others meet for a few minutes to a few hours per week ofinstruction—however, all of them enhance the entire curricu-lum when successfully integrated.

To make relevant curricular decisions, the administratoror policy maker may need to ask, “How good is good enoughfor the students in my school/district?” This is a key questionfor determining the level of the commitment needed. Just asstudents must commit to academic study and achievement inorder to find success, schools and districts must make acommitment to have a successful foreign language program.

Programs with clearly defined student expectations cansupport changes in personnel, approach, opportunity, andresources much more easily than programs that base instruc-tional decisions on available classroom space or schedulingneeds. The use of foreign language standards will provide theforce necessary to challenge the permanence of acceptedpractice and provide the guidance and support needed to givedefinition to the vision for success to schools and districts.

How will standards affectadministrators and policymakers?

Just as students must commit to academic study and achievement in order

to find success, schools and districts must make a commitment to have a

successful foreign language program.


The Goals and Standards section of Nebraska K-12 ForeignLanguage Frameworks is divided into five goals takendirectly from the Standards for Foreign Language Learning(1996) developed at the national level. Each goal is repre-sented by a single-word concept:

I. Communication II. CulturesIII. ConnectionsIV. Comparisons V. Communities

Each goal is supported by one or more standards thatelaborate on what students should know to achieve the goals.The Overview of the Goals and Standards outlines the five goalsand the standards that support them.

Progress Indicators

Progress indicators for each standard describe whatstudents need to be able to do in order to achieve thestandard (see Figure 2).

The progress indicators are categorized into three levels:beginning, developing, and expanding, according to the com-plexity of language needed to accomplish the stated task.

◆ At the early (beginning) stage of second languageacquisition, students can communicate withmemorized phrases and words. Express basic needsis accomplished with, “I want/need a hat.”

◆ After much more time studying the language(developing), students are not only able to expressbasic needs but can also elaborate on them: “I wanta hat because my ears are cold.”

◆ The advanced student with years of languageinstruction (expanding) is able to communicate in“paragraphs” to respond to problems encounteredin the situation and to resolve those problemsusing the target language. An example at this levelwould be the situation of a student traveling in thetarget country and having a problem at the hotel.The water system is broken. The student has to goto the receptionist and explain the problem, askingfor options to take care of his/her needs.

Goals and Standards

Using the Frameworks

Figure 2

Goal Three:

Connect with Other Disciplinesand Acquire Information

Standard 3.1

Students reinforce and furtherknowledge of other disciplinesthrough foreign language.

Progress Indicator:

Students are able totransfer and apply, within alimited context, informationand skills common to thelanguage classroom andother disciplines.


Goals and Standards

Classroom Examples

Teachers decide the content to be transferred andapplied and the methods to be used to deliver the content.The Classroom Examples section further explains the intent/meaning of the progress indicators. These one-line examplesalso serve as a starting point for teachers to conceptualize howthe progress indicator might look in the classroom (learningscenario).

The learning scenario demonstrates what might be doneusing the standard and progress indicator as the foundationfor a unit. The teacher decides the content and the method ofdelivery. Teachers from around the state contributed class-room examples and learning scenarios for this document (seeFigure 3).

--Using the Frameworks

Development of Language andCultural Understanding

The expectations for development expressed in thissection originated from a consensus among experiencedNebraska foreign language educators who worked on thisproject.

The Development of Language and Culture sectiondemonstrates the concept of start early , stay longer. Thechart shows how length of program may affect the levels ofproficiency and functions and influences what can be accom-plished.

For example, students studying language for fouryears at the high school level usually develop language andculture through the beginning and developing stages. However,there is little chance that students will become proficientenough to work at the expanding level. Students in anarticulated program of more than four years may be able todo a few of the expanding progress indicators, but not many,and only in a limited context (see shaded areas on the sectioncharts).

In a long-term sequential program, all progressindicators would be attainable in the target language. Thus,students who start early and stay longer are able to accom-plish the goals and standards at a much more proficient level.Figure 3

Progress Indicator:

Transfer and apply, within alimited context, information andskills common to the languageclassroom and other disciplines.

Classroom Example:

Study the influence of foreignartists in conjunction with asimilar project in the artdepartment.

Learning Scenario: (abbreviated)

An interdisciplinary unit oncubism--The art teacher,European history teacher,and French and Spanishteachers could all worktogether to share thedifferent perspectives ofcubism such as the histori-cal context, the artists, orthe concept of cubism asart. The delivery of theinformation can take theform of seminars, block timefor the classes, teacherstrading class times, etc.Lectures, guest speakers,hands-on, and multi-mediaare examples of the modesof instruction.


Goals and StandardsUsing the Frameworks--

Learning Scenarios

Sample Assessments

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The section of Learning Scenarios demonstrates the link be-tween the Frameworks and the classroom by providingsamples of what might be done in the classroom to implementspecific standards. The learning scenarios were contributed byNebraska teachers and were selected by a Learning ScenarioReview Board. To meet the criteria for selection, each scenariohad to focus on the learner, support creative/divergentthinking, contain potential for use of the target language,reflect the Frameworks, demonstrate appropriate develop-ment of the activity, and be multi-faceted and assessable.

Sample assessments provide the link between the progressindicators, the classroom examples that reinforce the indica-tors, and the evaluation of performance of the indicators.Assessments are an integral part of the learning process. Theyanswer the question, “How does the teacher know thestudents have accomplished the progress indicator and atwhat level of performance?”


Goals and Standards

Goal One: Communicate in Languages Other than English

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

Standard 1.2 Students understand and interpret written and spoken language on avariety of topics.

Standard 1.3 Students convey information, concepts, and ideas to listeners andreaders for a variety of purposes.

Goal Two: Gain Knowledge and Understanding of Other Cultures

Standard 2.1 Students demonstrate an understanding of the relationship betweenthe perspectives and practices of cultures studied and use this knowl-edge to interact effectively in cultural contexts.

Standard 2.2 Students demonstrate an understanding of the relationship betweenthe perspectives and products/contributions of the cultures studied.

Goal Three: Connect with Other Disciplines and Acquire Information

Standard 3.1 Students reinforce and further knowledge of other disciplinesthrough foreign languages.

Standard 3.2 Students acquire information and perspectives through authenticmaterials in the foreign languages and within the cultures.

Goal Four: Develop Insight into the Nature of Language and Culture

Standard 4.1 Students recognize that different languages use different patterns tocommunicate and can apply this knowledge to their own language.

Standard 4.2 Students recognize that cultures use different patterns of interactionand can apply this knowledge to their own culture.

Goal Five: Participate in Multilingual Communities at Home and Aroundthe World

Standard 5.1 Students use the language both within and beyond the school settingfor a variety of purposes.

Overview of the Goals and Standards

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COMMUNICATION OverviewGoal One: COMMUNICATIONOverview

Goal One:

Communicate in LanguagesOther than English

Standard 1.1

Students engage in conversations, provideand obtain information, express feelingsand emotions, and exchange opinions.

Standard 1.2

Students understand and interpret writtenand spoken language on a variety of topics.

Standard 1.3

Students convey information, concepts,and ideas to listeners and readers for avariety of purposes.

Rationale:As the worldmoves toward amore globalizedeconomy, itbecomes evenmore importantthat foreignlanguage studyresults in a profi-ciency level thatenables studentsto read authenticmaterials and tounderstand,speak, write, andrespond in alanguage otherthan their own.

CO

MM

U

NICATION


Studentsare able

to:

Beginning Developing Expanding

A

B

C

D

E

Goal One: COMMUNICATIONProgress Indicators

Communicate in Languages Other thanEnglish

Goal One:

Standard 1.1 Students engage in conversations, provide andobtain information, express feelings andemotions, and exchange opinions.

¨ Manage unforeseencircumstances and compli-cated situations.

¨ Converse using languageand behaviors that areappropriate to the setting

¨ Create detailed oraldescriptions within acontext.

¨ Exchange personal feel-ings and ideas for thepurpose of persuadingothers.

¨ Express individual per-spectives and defendopinions.

¨ Collaborate to developand propose solutions toproblems.

¨ Negotiate a compromise.

¨ Elaborate on needs.

¨ Interact in basic survivalsituations.

¨ Incorporate appropriategestures into conversa-tions.

¨ Create simple descriptionswithin a context.

¨ Qualify likes and dislikes.

¨ Support opinions.

¨ Describe a problem.

¨ Make suggestions andrecommendations.

Express basic needs.

Express basic courtesies.

Express state of being.

Express likes and dislikes.

Express agreement anddisagreement.

sss


Progress Indicators COMMUNICATION

Studentsare able

to:


A

B

C

D

E

¨ Initiate, sustain, andconclude conversations ona wide variety of topics.

¨ Ask and respond to open-ended questions.

¨ Use a variety of languagestrategies to conveymeaning (short, responsivecomments; pause fillers;circumlocution).

¨ Give and follow directionsin an unfamiliar situation.

Respond to one-on-oneinteractions.

Ask and answer simplequestions.

Make and respond tosimple requests.

¨ Exchange informationwith peers and others.

¨ Provide and requestclarification.

¨ Use different ways toexpress the same idea(circumlocution).

¨ Give and follow directionsin a familiar context.

F

G

H

--Standard 1.1

Standard 1.1continued... Beginning Developing Expanding

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COMMUNICATION Progress Indicators

Studentsare able

to:


A

B

C

D

E

Standard 1.2

Respond appropriately todirections, instructions, andcommands.

Make an identificationbased on simple oral and/or written descriptors.

Read and respond todevelopmentally appropri-ate material.

Respond to speech of peersand familiar adults on agiven topic.

Identify aural, visual, andcontext clues.

Comprehend and respondto simple personal writtencommunications; such as,notes, invitations, andletters.

¨ Respond appropriately toa series of directions,instructions, andcommands.

¨ Respond appropriately tocomplex oral and/orwritten descriptors.

¨ Derive meaning fromselected authenticmaterials.

¨ Respond to speech ofpersons sympathetic tosecond-language learners.

¨ Use aural, visual, andcontext clues to derivemeaning.

¨ Comprehend and respondto formal written commu-nications; such as, businessor official documents.

¨ Respond appropriately tocomplex directions,instructions, and com-mands intended fornative speakers.

¨ Analyze informationbased on complex oraland/or writtendescriptors.

¨ Interpret and analyzecause and effect, relation-ships, and sequences inauthentic materials.

¨ Respond to speech ofnative speakers who arenot used to communicat-ing with second-languagelearners.

¨ Apply diverse strategiesto derive meaning anddetail from unfamiliarmaterial.

¨ Respond appropriately tomood and impliedmeaning (i.e., sarcasm,humor, irony) of writtencommunication.

.

F

sss

Students understand and interpret written andspoken language on a variety of topics.

Standard 1.2--


Progress Indicators COMMUNICATION

Studentsare able

to:


A

B

C

D

E

Identify main ideas and keywords in oral and writtenmaterial.

¨ Comprehend speech onfamiliar topics with somerepetition.

¨ Identify the main idea withsupporting details inwritten material.

¨ Summarize or restatesecondary conversations.

¨ Interpret and analyze themain idea and significantdetails from authenticmaterials and literarysamples.

¨ Research and synthesizeinformation from a varietyof sources.

Standard 1.2continued... Beginning Developing Expanding

G

--Standard 1.2

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Studentsare able

to:


A

B

C

D

EE

.

Standard 1.3 Students convey information, concepts, andideas to listeners and readers for a variety ofpurposes.

--Standard 1.3

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¨

Give directions, commands,and instructions.

Give a description orallyand in writing using simplephrases.

Write a personal communi-cation; such as, a note, letter,or invitation.

Summarize main idea ofselected authentic and/orcontextualized material.

Present prepared material toan audience.

¨ Explain a process basedon prior knowledgeand/or experience.

¨ Give a description orallyand in writing usingcomplex sentences.

¨ Produce formal andinformal written commu-nication.

¨ Interpret informationfrom authentic materialto an audience.

Speak or write spontaneously.

¨ Narrate present, past,and future events.

¨ Explain a complex processincorporating detailedinstructions.

¨ Give a description orallyand in writing usingcomplex, detailedparagraphs.

¨ Produce a written sampleto convey a mood, impliedmeaning, or abstract idea.

¨ Create an analysis ofauthentic media or literarysamples and present it toan audience.

¨ Formulate and defend aposition on a researchedissue.

¨ Elaborate on present, past,and future events.


COMMUNICATION Classroom ExamplesGoal One: COMMUNICATIONClassroom Examples

Students are able to: In the classroom, students:

Goal One: Communicate in Languages Other thanEnglish

Standard 1.1 Students engage in conversations, provide andobtain information, express feelings andemotions, and exchange opinions.

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:


Elaborate on needs.

Interact in basic survivalsituations.

Manage unforeseen circum-stances and complicatedsituations.

◆ Ask a classmate to lend a forgotten article (money,pencil, paper).

◆ Explain why an increase in allowance is needed (needlater curfew, extension on project).

◆ Ask direction to find the way to the hotel.

◆ Role play strategies to deal with travel mishaps; e.g., lostluggage, lost passport, flight cancellation, car break-down.

BExpress basic courtesies.

Incorporate appropriategestures into conversations.

Converse using language andbehaviors that are appropri-ate to the setting.

◆ Role play being a doorman or host/hostess in arestaurant.

◆ Use appropriate gestures when expressing approval ordisapproval; e.g., Germans knock on table to showapproval.

◆ Students assume fictitious identities ( e.g., adults, peers,children, professions) and interact at a social gathering.

A

CBeginning:

Developing:

Expanding:


Create simple descriptionswithin a context.

Create detailed oral descrip-tions within a context.

sss

◆ Conduct a survey to find out how people are feeling.

◆ After witnessing a crime, describe the criminal.

◆ Present a class fashion show describing clothing wornby classmates.


Classroom Examples COMMUNICATION


Qualify likes and dislikes.

Exchange personal feelingsand ideas for the purpose ofpersuading others.

Beginning:

Developing:

Expanding:

◆ Create a “Top Ten” list.

◆ Find out from a partner why he/she likes/dislikescertain classes.

◆ Create an infomercial.

Beginning:

Developing:

Expanding:

EExpress agreement anddisagreement.

Support opinions.

Describe a problem.

Make suggestions andrecommendations.

Express individual perspec-tives and defend opinions.

Collaborate to develop andpropose solutions toproblems.

Negotiate a compromise.

F

◆ Make five statements to a partner who agrees ordisagrees.

◆ Four corners activity: areas of the room are labeled withcategories; e.g., rock, rap, country, alternative, jazz.Students move to a preferred category and explain theirpreferences.

◆ Describe a problem that has been randomly selected androle-played by a small group.

◆ Write a letter of recommendation for a classmate toreceive an award.

◆ Debate the pros/cons of a controversial school rule.

◆ Develop possible solutions to world problems; e.g,world hunger, global warming, pollution, overpopulation.

◆ Role-play student/parent conversation to negotiate acurfew, have car on the weekend, etc.


Exchange information withpeers and others.

Initiate, sustain, and con-clude conversations on awide variety of topics.

Beginning:

Developing:

sss

◆ Plan a movie outing with another student using theentertainment section of a newspaper.

◆ Twins activity: Each student is given a different identitycard and circulates to find his/her twin or triplet.(Cards: same addresses, different first names,characteristics).

◆ Participate in a spontaneous, non-directed conversationfor an entire class period.

D

continued...


--Standard 1.1

Expanding:


COMMUNICATION Classroom Examples

G

continued...


Standard 1.1--


Provide and requestclarification.

Use different ways to expressthe same idea(circumlocution).

Ask and respond to open-ended questions.

Use a variety of languagestrategies to convey meaning(short, responsive comments;pause fillers; circumlocution).

◆ Participate in a scavenger hunt by asking classmates forspecified objects or information.

◆ Place a catalog order by telephone.

◆ Play $10,000 Pyramid.

◆ Participate in a literary discussion.

◆ Play “Taboo,” a game in which students guess a word bylistening to qualified explanations of teammates.

Make and respond to simplerequests.

Give and follow directions ina familiar context.

Give and follow directions inan unfamiliar situation

◆ Use target language to ask permission to go to therestroom, to sharpen a pencil, etc.

◆ Direct a blindfolded student to find an object in theroom.

◆ Give a taxi driver directions to the home of your hostfamily.

H

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Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:


Classroom Examples COMMUNICATION--Standard 1.2


Students understand and interpret written andspoken language on a variety of topics.


Respond appropriately to aseries of directions, instruc-tions, and commands.

Respond appropriately tocomplex directions, instruc-tions, and commandsintended for native speakers.

◆ Participate in a treasure hunt.

◆ Prepare a recipe written in the target language.

◆ Follow directions from an authentic aerobic audio-tape.

Beginning:

Developing:

Expanding:

A

B

Standard 1.2

Make an identification basedon simple oral and/orwritten descriptors.

Respond appropriately tocomplex oral and/or writtendescriptors.

Analyze information basedon complex oral and/orwritten descriptors.

Beginning:

Developing:

Expanding:

C

◆ Identify famous people based on descriptions.

◆ Draw a floor plan based on a description.

◆ Assume the identify of a character based on a descrip-tion from a novel or play.

Read and respond to devel-opmentally appropriatematerial.

Derive meaning from se-lected authentic materials.

Interpret and analyze causeand effect, relationships, andsequences in authenticmaterials.

◆ After reading a story, create a storyboard illustrating themain ideas.

◆ Using a grocery ad, plan a menu for a dinner party anddetermine the cost.

◆ Research an environmental issue citing the causes, long-range effects, and possible solutions.

Beginning:

Developing:

Expanding:

sss


COMMUNICATION Classroom ExamplesStandard 1.2--

DStudents are able to: In the classroom, students:

continued...

Respond to speech of peersand familiar adults on agiven topic.

Respond to speech of personssympathetic to secondlanguage learners.

Respond to speech of nativespeakers who are not used tocommunicating with secondlanguage learners.

◆ Complete a checklist of physical descriptors whilelistening to a classmate tell about his family.

◆ Take notes on a presentation given by a guest speaker.

◆ Listen to an authentic news broadcast and list the topstories.

Beginning:

Developing:

Expanding:

EBeginning:

Developing:

Expanding:


Use aural, visual, and contextclues to derive meaning.

Apply diverse strategies toderive meaning and detailfrom unfamiliar material.

F

◆ Identify cognates and borrowed words in a writtenpassage.

◆ Answer questions about a product after viewing a TVcommercial.

◆ Using contextual and visual clues and cognates, readnewspaper headlines to determine the content.

Comprehend and respond tosimple personal writtencommunications such asnotes, invitations, and letters.

Comprehend and respond toformal written communica-tions such as business orofficial documents.

Respond appropriately tomood and implied meaning(i.e., sarcasm, humor, irony)of written communication.

Beginning:

Developing:

Expanding:

◆ In each class choose and display a mascot; another classsteals it; and students use ransom notes to locate theirmissing mascot.

◆ Choose a new foreign language teacher based onresumes written in the target language.

◆ Explain the comedy or sarcasm in political cartoons.

sss


Classroom Examples COMMUNICATION--Standard 1.2

GStudents are able to: In the classroom, students:

continued...


Comprehend speech onfamiliar topics with somerepetition.

Identify the main idea withsupporting details in writtenmaterials.

Summarize or restate second-ary conversations.

Interpret and analyze themain idea and significantdetails from authenticmaterials and literarysamples.

Research and synthesizeinformation from a variety ofsources.

◆ Read a movie ad to identify information; such as, title,time, location, main actors, etc.

◆ Answer questions about a short video segment that maybe replayed more than once.

◆ Read a story and retell the action as a news article.

◆ Watch a movie clip and paraphrase the conversation.

◆ Create a character sketch using word webbing to explainphysical and personality aspects.

◆ Write a research paper using sources such as Internet,journals and newspapers.

Beginning:

Developing:

Expanding:

qqq


COMMUNICATION Classroom ExamplesStandard 1.3--

Standard 1.3 Students convey information, concepts, and ideas tolisteners and readers for a variety of purposes.

A

B


Give directions,commands, andinstructions.

Explain a processbased on priorknowledge and/orexperience.

Explain a complexprocess incorporatingdetailed instructions.

◆ Write directions that another student will follow toarrive at a predetermined location.

◆ Instruct a classmate how to make a peanut buttersandwich.

◆ Participate in a group activity in which a student de-scribes a structure (e.g., a Tinkertoy model) that ishidden from the rest of the class. The class tries toconstruct the model out of the student’s sight whilefollowing his/her instructions.

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

Give a description orally andin writing using simplephrases.

Give a description orally andin writing using complexsentences.

Give a description orally andin writing using complex,detailed paragraphs.

◆ Describe the perfect friend.

◆ Decribe a famous painting from the target culture.

◆ Describe an abstract concept; e.g., liberty or happiness.

CBeginning:

Developing:

Expanding:

Write a personal communica-tion; such as, a note, letter, orinvitation.

Produce formal and informalwritten communication.

Produce a written sample toconvey a mood, impliedmeaning, or abstract idea.

◆ Extend an invitation to another class to attend an ethnicfestival.

◆ Respond to a pen pal letter.

◆ Write to an embassy requesting information.

◆ Write an editorial for the school newspaper.

sss


Classroom Examples COMMUNICATION

DStudents are able to: In the classroom, students:

--Standard 1.3

continued...


Interpret information fromauthentic material to anaudience.

Create an analysis of authen-tic media or literary samplesand present it to an audience.

Formulate and defend aposition on a researchedissue.

◆ Watch or read a cartoon and summarize the main action.

◆ Look at a travel brochure from a city and tell the classabout main tourist attractions..

◆ Students watch a movie or read a story and write areview.

◆ Research and debate a current controversial issue; e.g,nuclear testing.

◆ Give a weather report.

◆ Create and present a skit incorporating all objects from abagful of miscellaneous objects.

◆ Give a sports commentary while watching a soundlessvideo.

◆ Students discuss past events, their impact on the present,and their possible effect on the future; e.g., the atomicbomb.


Speak or writespontaneously.

Narrate present, past, andfuture events.

Elaborate on present, past,and future events.

Beginning:

Developing:

Expanding:

EBeginning:

Developing:

Expanding:

qqq


Studentsare able

to:

Goal One: COMMUNICATIONDevelopment of Language and Cultural Understanding

Goal One:

Standard 1.1 Students engage in conversations, provide and obtain information, expressfeelings and emotions, and exchange opinions.

The time it takes for a student to progress from the beginning level throughthe developing and expanding levels depends on many factors, one of whichis contact time with the language and the culture. The following chartillustrates the influence that the length of time in a program may have on astudent’s development of language and culture (also see page 16).

Usually requires more than four years in asequential, articulated program

Usually requires at least thirteen years in asequential, articulated program

Communicate in Languages Other than English

Expectations in a Long-Term Program: Key:


A

B

C

D

E

F

G

H


Express basic courtesies.



Express agreement anddisagreement.



Make and respond to simplerequests.

¨ Elaborate on needs.¨ Interact in basic survival

situations.

¨ Incorporate appropriategestures into conversations.

¨ Create simple descriptionswithin a context.

¨ Qualify likes and dislikes.

¨ Support opinions.

¨ Describe a problem.

¨ Make suggestions andrecommendations.

¨ Exchange information withpeers and others.

¨ Provide and requestclarification.

¨ Use different ways to expressthe same idea(circumlocution).

¨ Give and follow directions ina familiar context.

¨ Manage unforeseen circum-stances and complicatedsituations.

¨ Converse using language andbehaviors that are appropriateto the setting.

¨ Create detailed oral descrip-tions within a context.

¨ Exchange personal feelingsand ideas for the purpose ofpersuading others.

¨ Express individual perspectivesand defend opinions.

¨ Collaborate to develop andpropose solutions to problems.

¨ Negotiate a compromise.

¨ Initiate, sustain, and concludeconversations on a wide varietyof topics.

¨ Ask and respond to open-ended questions.

¨ Use a variety of languagestrategies to convey meaning(short, responsive comments;pause fillers; circumlocution).

¨ Give and follow directions in anunfamiliar situation.


Development of Language and Cultural Understanding COMMUNICATION

Studentsare able

to:


Usually requires more than fouryears in a sequential, articulatedprogram

Usually requires at least thirteenyears in a sequential, articulatedprogram

Key:Expectations in aLong-Term Program:

F


Make an identification basedon simple oral and/or writtendescriptors.

Read and respond to develop-mentally appropriate material.

Respond to speech of peersand familiar adults on a giventopic.


Comprehend and respond tosimple personal writtencommunications; such as,notes, invitations, and letters.


Students understand and interpret written and spoken languageon a variety of topics.

Standard 1.2

¨ Respond appropriately to aseries of directions, instruc-tions, and commands.

¨ Respond appropriately tocomplex oral and/or writtendescriptors.

¨ Derive meaning from selectedauthentic materials.

¨ Respond to speech ofpersons sympathetic tosecond-language learners.

¨ Use aural, visual, and contextclues to derive meaning.

¨ Comprehend and respond toformal written communica-tions; such as, business orofficial documents.

¨ Comprehend speech onfamiliar topics with somerepetition.

¨ Identify the main idea withsupporting details in writtenmaterial.

A

B

C

G

F

E

D

qqq

¨ Respond appropriately tocomplex directions, instructions,and commands intended fornative speakers.

¨ Analyze information based oncomplex oral and/or writtendescriptors.

¨ Interpret and analyze cause andeffect, relationships, andsequences in authenticmaterials.

¨ Respond to speech of nativespeakers who are not used tocommunicating with second-language learners.

¨ Apply diverse strategies toderive meaning and detail fromunfamiliar material.

¨ Respond appropriately to moodand implied meaning (i.e.,sarcasm, humor, irony) of writtencommunication.

¨ Summarize or restate secondaryconversations.

¨ Interpret and analyze the mainidea and significant details fromauthentic materials and literarysamples.

¨ Research and synthesizeinformation from a variety ofsources.


COMMUNICATION Development of Language and Cultural Understanding

Studentsare able

to:





Give directions, commands,and instructions

Give a description orally and inwriting using simple phrases.

Write a personal communica-tion such as a note, letter, orinvitation.



¨ Explain a process based onprior knowledge and/orexperience.

¨ Give a description orally and inwriting using complexsentences.

¨ Produce formal and informalwritten communication.

Interpret information fromauthentic material to anaudience .

¨ Speak or write spontaneously.

¨ Narrate present, past, andfuture events.

E

D

C

B

A

Standard 1.3 Students convey information, concepts, and ideas to listeners and readersfor a variety of purposes.

¨

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¨ Explain a complex processincorporating detailedinstructions.

¨ Give a description orally and inwriting using complex, detailedparagraphs.

¨ Produce a written sample toconvey a mood, impliedmeaning, or abstract idea.

¨ Create an analysis of authenticmedia or literary samples andpresent it to an audience.

¨ Formulate and defend aposition on a researched issue.

¨ Elaborate on present, past, andfuture events.


CULTURES OverviewGoal Two: CULTURESOverview

Goal Two:

Gain Knowledge andUnderstanding ofOther Cultures

Standard 2.1

Students demonstrate an understanding ofthe relationship between the perspectivesand practices1 of cultures studied and usethis knowledge to interact effectively incultural contexts.

Standard 2.2

Students demonstrate an understanding ofthe relationship between the perspectivesand products2/contributions of thecultures studied.

Rationale:As students gainfrom the sharingand learning ofcustoms, it isimportant thatthey understandthe cultural per-spectives thatgenerate patternsof behavior, waysof life, world views,and contributionsin the multiplecountries andcultures that thelanguage in-cludes.

1 Patterns of behavior derived from the traditions and values of the culture

2 The presence of products in a culture is justified by the beliefs and values.Examples of products are painting, a dance, a system of education.

CU

LT

URES



Studentsare able

to:


Studentsare able

to:


Goal Two: CULTURESProgress Indicators

A

B

C

D

E

Gain Knowledge and Understanding ofOther Cultures

Identify and react to culturalperspectives and practicesin the culture studied.

Recognize and interpretlanguage and behaviors thatare appropriate to the targetculture.

Identify some commonly-held generalizations aboutthe culture studied.

Identify social and geo-graphic factors that affectcultural practices.

Identify common words,phrases, and idioms thatreflect the culture.

Goal Two:

Standard 2.1 Students demonstrate an understanding of therelationship between the perspectives and practicesof cultures studied and use this knowledge tointeract effectively in cultural contexts.

¨ Describe and analyzecultural characteristics andbehaviors of everyday life.

Identify differences incultural practices amongsame-language cultures.

¨ Produce language andbehaviors that are appro-priate to the target culture.

Analyze some commonlyheld generalizations aboutthe culture studied.

¨ Discuss social and geo-graphic factors that affectcultural practices.

¨ Interpret the culturalconnotations of commonwords, phrases, andidioms.

¨ Analyze the developmentof different culturalpractices.

¨ Compare and contrastcultural practices amongsame-language cultures.

¨ Apply language andbehaviors that are appro-priate to the target culturein an authentic situation.

Evaluate some commonlyheld generalizations aboutthe culture studied.

¨ Analyze social and geo-graphic factors that affectcultural practices.

¨ Integrate culturallyembedded words, phrases,and idioms into everydaycommunication.

¨

¨

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¨


Progress Indicators CULTURES

Studentsare able

to:


F

--Standard 2.2

Standard 2.2 Students demonstrate an understanding of therelationship between the perspectives andproducts/contributions of the cultures studied.

Identify the relationshipbetween cultural perspec-tives and products/contri-butions as represented inexpressive forms of theculture studied; such as, art,literature, music, dance, etc.

Identify and explain howthe needs, behaviors andbeliefs of the culture thatare reflected in the prod-ucts/contributions of theculture.

Identify the expressiveforms of the target culture.

Identify objects, images andsymbols of the targetculture.

Recognize the contributionsof the target culture.

Identify the products of thetarget country/countries.

¨ Analyze the relationshipbetween cultural perspec-tives and products/contributions as repre-sented in expressive formsof the culture studied; suchas, art, literature, music,dance, etc.

¨ Discuss and analyzeexternal factors whichaffect products andcontributions.

¨ Analyze the expressiveforms of the target culture;such as, art, literature,music, dance, etc.

¨ Explain objects, images,and symbols of the targetculture.

¨ Analyze the contributionsof the target culture.

¨ Identify the economic/social impact of productson the world market.

¨ Describe the target culturethrough its visual arts,architecture, literature,music, etc., using thetarget language.

¨ Analyze contributions ofdiverse groups within thetarget culture.

¨ Evaluate the expressiveforms of the target culture;such as, art, literature,music, dance, etc.

¨ Analyze the culturalsignificance of objects,images, and symbols ofthe target culture.

¨ Evaluate the effects of thetarget culture’s contribu-tions on other societies.

¨ Assess the economic/social impact of productson the world market.

A

B

C

D

E

Fqqq


CULTURES Classroom ExamplesGoal Two: CULTURESClassroom Examples


Gain Knowledge and Understanding ofOther Cultures

Students demonstrate an understanding of therelationship between the perspectives andpractices of cultures studied and use thisknowledge to interact effectively in culturalcontexts.

Identify and react to culturalperspectives and practices inthe culture studied.

Describe and analyze culturalcharacteristics and behaviorsof everyday life.

Identify differences incultural practices amongsame-language cultures.

Analyze the development ofdifferent cultural practices.

Compare and contrastcultural practices amongsame-language cultures.

◆ Respond appropriately to differing forms of greetingsand leave takings.

◆ Watch a video of a cultural celebration and describewhat is happening.

◆ Two-box induction: Continue adding to two lists untilstudents determine the categories; e.g., Spain vs. Mexico.

◆ Give examples of how one cultural factor has changedthroughout history; e.g., religion, role of women,government.

◆ Small groups research and role play celebrations of samelanguage countries to discover similarities anddifferences; e.g., Christmas.

Goal Two:

Beginning:

Developing:

Expanding:

A

B

Standard 2.1


Produce language andbehaviors that are appropri-ate to the target culture.

Apply language and behav-iors appropriate to the targetculture in an authenticsituation.

sss

Beginning:

Developing:

Expanding:

◆ Respond to a teacher modeling the concept of personalspace of the target culture.

◆ Set up a market with booths appropriate to the culture.Role play shoppers and shopkeepers.

◆ Attend a social function and interact appropriately; e.g.,quinceañera or school partner exchange.


Classroom Examples CULTURES

C

continued...


Identify some commonlyheld generalizations aboutthe culture studied.

Analyze some commonlyheld generalizations aboutthe culture studied.

Evaluate some commonlyheld generalizations aboutthe culture studied.

Beginning:

Developing:

Expanding:

D

◆ Brainstorm a list of things or ideas the students associatewith the target culture.

◆ Make a cultural display using examples in magazines,newspapers, etc., that negate commonly held stereo-types of the target culture.

◆ Critique a cultural practice with a minimum of bias; e.g.,siestas in Mexico, French and German right-wingparties.

--Standard 2.1

Identify social and geo-graphic factors that affectcultural practices.

Discuss social and geo-graphic factors that affectcultural practices.

Analyze social and geo-graphic factors that affectcultural practices.

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

E

◆ Match clothing and housing to geographical areas of thecountry.

◆ Graph the prevalence of occupations in different geo-graphic regions.

◆ Categorize different lifestyles based on income, educa-tion, and location; and use that information to developcharacters for a story.


Interpret the cultural conno-tations of common words,phrases, and idioms.

Integrate culturally embed-ded words, phrases, andidioms into everyday com-munication.

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◆ Use a passenger list from an international flight toselect surnames that are commonly found in the targetculture.

◆ Analyze a list of street names to determine what isvalued in the culture.

◆ Produce appropriate idiomatic expressions in responseto given situations; e. g., “It’s raining cats and dogs.”


CULTURES Classroom ExamplesStandard 2.2--

Students demonstrate an understanding of therelationship between the perspectives and products/contributions of the cultures studied.

Standard 2.2


AIdentify the relationshipbetween cultural perspec-tives and products/contribu-tions as represented inexpressive forms of theculture studied; such as, art,literature, music, dance, etc.

Analyze the relationshipbetween cultural perspec-tives and products/contribu-tions as represented inexpressive forms of theculture studied; such as, art,literature, music, dance, etc.

Describe the target culturethrough its visual arts,architecture, literature,music, etc., using the targetlanguage.

Beginning:

Developing:

Expanding:

B

◆ Select a representative artist, research the artist’s style,and recreate a favorite work.

◆ Explicate (interpret line-by-line) a poem usingknowledge of the cultural perspective.

◆ Create a multimedia presentation showing historicaldevelopment through one or more art forms.

Identify and explain how theneeds, behaviors and beliefsof the culture are reflected inthe products/contributionsof the culture.

Discuss and analyze externalfactors which affect productsand contributions.

Analyze contributions ofdiverse groups within thetarget culture

Beginning:

Developing:

Expanding:

◆ Create an advertisement for a product incorporating theways in which the product reflects the culture.

◆ Show products of the target country on a map andexplain how geography plays a role in the developmentof the products.

◆ Represent different sub-cultures by modeling, sharing,or displaying one or more contributions.

sss


Classroom Examples CULTURES

C

continued...


--Standard 2.2

Identify the expressive formsof the target culture.

Analyze the expressive formsof the target culture; such as,art, literature, music, dance,etc.

Evaluate the expressiveforms of the target culture;such as, art, literature, music,dance, etc.

◆ Progress through a variety of learning centers focusingon expressive forms; such as, art, music, dance, litera-ture, or cinema and theater.

◆ Discuss how a poem reflects aspects of the targetculture.

◆ Write a letter to the editor for or against the art ofbullfighting.

Beginning:

Developing:

Expanding:

DIdentify objects, images, andsymbols of the target culture.

Explain objects, images, andsymbols of the target culture.

Analyze the cultural signifi-cance of objects, images, andsymbols of the target culture.

◆ Draw and color flags of target countries and discusssignificance of the colors and symbols.

◆ Create a replica of a cultural object or symbol anddisplay it along with historical information.

◆ Discuss the use, origin, and implied value of an artifactfrom the target culture.

E

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

Recognize the contributionsof the target culture.

Analyze the contributions ofthe target culture.

Evaluate the effects of thetarget culture’s contributionson other societies.

F

◆ Design a collage depicting contributions of the culture.

◆ Assume the identity of an historical figure and speak tothe class about your contributions to the world.

◆ Select a contribution (fashion, communism, impression-ism) and write a paper evaluating its effect on othersocieties.


Identify the economic/socialimpact of products on theworld market.

Assess the economic/socialimpact of products on theworld market.

Beginning:

Developing:

Expanding:

qqq

◆ Create a map that illustrates the products of a targetcountry and the areas where they are produced.

◆ Use student Listserve on Internet to conduct a worldsurvey on the use of products from a target country.

◆ Predict the impact of a shortage of a product--such ascoffee beans or oil--on the world market and providepossible strategies to survive the situation.

F






Goal Two:

Goal Two : CULTURESDevelopment of Language and Cultural Understanding

Studentsare able

to:


Identify and react to culturalperspectives and practices inthe culture studied.


Identify some commonly heldgeneralizations about theculture studied.

Identify social and geographicfactors that affect culturalpractices.


¨ Describe and analyze culturalcharacteristics and behaviorsof everyday life.

¨ Identify differences in culturalpractices among same-language cultures.

¨ Produce language andbehaviors that are appropriateto the target culture.

¨ Analyze some commonly heldgeneralizations about theculture studied.

¨ Discuss social and geographicfactors that affect culturalpractices.

¨ Interpret the culturalconnotations of commonwords, phrases, and idioms.

Gain Knowledge and Understanding of Other Cultures

Standard 2.1 Students demonstrate an understanding of the relationship between theperspectives and practices of cultures studied and use this knowledge tointeract effectively in cultural contexts.

A

B

E

C

D

qqq

¨

¨ Analyze the development ofdifferent cultural practices.

¨ Compare and contrast culturalpractices among same-language cultures.

¨ Apply language and behaviorsthat are appropriate to thetarget culture in an authenticsituation.

¨ Evaluate some commonly heldgeneralizations about theculture studied.

¨ Analyze social and geographicfactors that affect culturalpractices.

Integrate culturally embeddedwords, phrases, and idioms intoeveryday communication.


Development of Language and Cultural Understanding CULTURES




Studentsare able

to:


Students demonstrate an understanding of the relationship between the perspec-tives and products/contributions of the cultures studied.

Standard 2.2

Identify the relationshipbetween cultural perspectivesand products/contributions asrepresented in expressiveforms of the culture studied;such as, art, literature, music,dance, etc.

Identify and explain how theneeds, behaviors and beliefsof the culture are reflected inthe products/contributions ofthe culture.

Identify the expressive formsof the target culture.

Identify objects, images, andsymbols of the target culture.

Recognize the contributions ofthe target culture.


¨ Analyze the relationshipbetween cultural perspectivesand products/contributions asrepresented in expressiveforms of the culture studied;such as, art, literature, music,dance, etc.

¨ Discuss and analyze externalfactors which affect productsand contributions.

¨ Analyze the expressive formsof the target culture; such as,art, literature, music, dance,etc.

¨ Explain objects, images, andsymbols of the target culture.

¨ Analyze the contributions ofthe target culture.

¨ Identify the economic/socialimpact of products on theworld market.

A

F

E

D

C

B

¨ Describe the target culturethrough its visual arts, architec-ture, literature, music, etc.,using the target language.

¨ Analyze contributions ofdiverse groups within the targetculture.

¨ Evaluate the expressive formsof the target culture; such as,art, literature, music, dance,etc.

¨ Analyze the cultural signifi-cance of objects, images, andsymbols of the target culture.

¨ Evaluate the effects of thetarget culture’s contributions onother societies.

¨ Assess the economic/socialimpact of products on the worldmarket.

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CONNECTIONS OverviewGoal Three: CONNECTIONSOverview

Goal Three:

Connect with OtherDisciplines andAcquire Information

Standard 3.1

Students reinforce and further knowledgeof other disciplines through foreignlanguages.

Standard 3.2

Students acquire information andperspectives through authentic materialsin the foreign languages and within thecultures.

Rationale:As studentsincrease theirproficiency inanother language,they acquire newideas, informa-tion, and depth ofknowledge andinsight into othersubjects.

CO

NN

ECTIONS


Studentsare able

to:


Goal Three: CONNECTIONSProgress Indicators

A

B

Goal Three: Connect with Other Disciplines andAcquire Information

Standard 3.1 Students reinforce and further their knowledgeof other disciplines through foreign languages.

Identify and apply, withina familiar context, infor-mation and skills commonto the foreign languageclassroom and otherdisciplines.

Identify, through foreignlanguage resources,infomation for use in otherdisciplines.

¨ Transfer and apply, withina limited context, informa-tion and skills common tothe language classroomand other disciplines.

¨ Analyze the informationgathered through foreignlanguage resources for usein other disciplines.

¨ Apply, within an unfamil-iar context, informationand skills common to thelanguage classroom andother disciplines.

¨ Locate foreign languageresources and synthesizeinformation for use inother disciplines.

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Progress Indicators CONNECTIONS

Studentsare able

to:


F

--Standard 3.2

Extract information fromsources intended fornative speakers of thelanguage.

Use authentic sources toidentify the perspectivesof the target cultures.

¨ Analyze and apply infor-mation from sourcesintended for native speak-ers of the language.

¨ Use authentic sources toanalyze the perspectives ofthe target cultures.

¨ Acquire and synthesizeinformation from sourcesintended for nativespeakers of the language.

¨ Use authentic sources tosynthesize the perspec-tives of the target cultures.

Standard 3.2

A

B

Students acquire information and perspectivesthrough authentic materials in the foreign lan-guages and within the cultures.

qqq


CONNECTIONS Classroom Examples


Goal Three: CONNECTIONSClassroom Examples


Connect with Other Disciplines andAcquire Information

Students reinforce and further their knowledgeof other disciplines through foreign languages.

Identify and apply, within afamiliar context, informationand skills common to theforeign language classroomand other disciplines.

Transfer and apply, within alimited context, informationand skills common to thelanguage classroom andother disciplines.

Apply, within an unfamiliarcontext, information andskills common to the lan-guage classroom and otherdisciplines.

Identify, through foreignlanguage resources, infor-mation for use in otherdisciplines.

Analyze the informationgathered through foreignlanguage resources for usein other disciplines.

Locate foreign languageresources and synthesizeinformation for use in otherdisciplines.

◆ Use math skills to convert foreign currency.

◆ Study the influence of foreign artists in conjunction witha similar project in the art department.

◆ Prepare, conduct, and record results of a science experi-ment in the target language.

◆ Use foreign language materials for a source ofinformation for a research paper for social studiesclass.

◆ Chart the change in the value of the dollar over aperiod of time and describe its impact on the foreignmarket.

◆ Do a comparative study of current events based onarticles from foreign and American newspapers.

Goal Three:

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

qqq

A

B

Standard 3.1


Classroom Examples CONNECTIONS


Students acquire information and perspectives throughauthentic materials in the foreign languages andwithin the cultures.

Extract information fromsources intended for nativespeakers of the language.

Analyze and apply informa-tion from sources intendedfor native speakers of thelanguage.

Acquire and synthesizeinformation from sourcesintended for native speakersof the language.

Use authentic sources toidentify the perspectives ofthe target cultures.

Use authentic sources toanalyze the perspectives ofthe target cultures.

Use authentic sources tosynthesize the perspectivesof the target cultures.

◆ Create a list of holidays and events taken from anauthentic calendar.

◆ Determine popular items in a culture by examining acollection of advertisements.

◆ Develop a new product and marketing campaign afterexamining a collection of advertisements.

◆ After scanning popular magazines, identify elements ofperceived beauty.

◆ Differentiate the roles of males and females in the targetcultures using literary materials.

◆ Create a plan for a model school based on the educa-tional system of the target culture. This project couldinclude course offerings, a sample schedule, a model offacility, or a brochure.

qqq

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

A

B

Standard 3.2

--Standard 3.2






Goal Three: CONNECTIONSDevelopment of Language and Cultural Understanding

Studentsare able

to:


Identify and apply, within afamiliar context, informationand skills common to theforeign language classroomand other disciplines.

Identify, through foreignlanguage resources,infomation for use in otherdisciplines.

¨ Transfer and apply, within alimited context, informationand skills common to thelanguage classroom andother disciplines.

¨ Analyze the informationgathered through foreignlanguage resources for usein other disciplines.

¨ Apply, within an unfamiliarcontext, information andskills common to the lan-guage classroom and otherdisciplines.

¨ Locate foreign languageresources and synthesizeinformation for use in otherdisciplines.

Connect with Other Disciplines and Acquire Information

Students reinforce and further their knowledge of other disciplinesthrough foreign languages.

Goal Three:

Standard 3.1

A

B

qqq


Development of Language and Cultural Understanding CONNECTIONS




Studentsare able

to:


Extract information fromsources intended for nativespeakers of the language.

Use authentic sources toidentify the perspectives of thetarget cultures.

¨ Analyze and apply informa-tion from sources intended fornative speakers of thelanguage.

¨ Use authentic sources toanalyze the perspectives ofthe target cultures.

Students acquire information and perspectives through authentic materialsin the foreign languages and within the cultures.

A

Standard 3.2

B

qqq

¨ Acquire and synthesizeinformation from sourcesintended for native speakers ofthe language.

¨ Use authentic sources tosynthesize the perspectives ofthe target cultures.


COMPARISONS OverviewGoal Four: COMPARISONSOverview

Goal Four:

Develop Insight intothe Nature of Language andCulture

Standard 4.1

Students recognize that different languagesuse different patterns to communicate andcan apply this knowledge to their ownlanguage.

Standard 4.2

Students recognize that cultures use differ-ent patterns of interaction and can applythis knowledge to their own culture.

Rationale:As studentsbecome aware ofthe similaritiesand differencesbetween their firstand secondlanguages, theyalso learn to lookat their ownlanguage andculture from anew perspective.

CO

MPA

RISONS


Studentsare able

to:


Goal Four: COMPARISONSProgress Indicators

A

B

C

D

Goal Four: Develop Insight into the Nature ofLanguage and Culture

Standard 4.1 Students recognize that different languages usedifferent patterns to communicate and canapply this knowledge to their own language.

Identify the sound patternsof the target language andcompare them to thestudent’s own language.

Identify the structuralpatterns of the targetlanguage and comparethem to the student’s ownlanguage.

Identify the idiomaticexpressions of the targetlanguage.

Identify connectionsamong languages.

¨ Apply, within limitedcontexts, the soundpatterns of the targetlanguage.

¨ Apply, within limitedcontexts, the structuralpatterns of the targetlanguage.

¨ Compare and contrastidiomatic expressions ofthe target language andthe student’s own lan-guage.

¨ Explain the changingnature of languages.

¨ Apply, in a variety ofcontexts, the soundpatterns of the targetlanguage.

¨ Use knowledge of struc-tural patterns in both thetarget language and thestudent’s own language tocommunicate effectively.

¨ Use idiomatic expressionsof the target language inthe correct context.

¨ Describe how languagesinfluence each other.

qqq


Progress Indicators COMPARISONS

Studentsare able

to:


F

--Standard 4.2

A

B

C

D

Standard 4.2 Students recognize that cultures use differentpatterns of interaction and can apply thisknowledge to their own culture.

Identify the similarities anddifferences between thetarget culture(s) and thestudent’s own culture usingevidence from authenticsources.

Identify similar and differ-ent behavioral patternsbetween the targetculture(s) and the student’sown culture.

Identify the contributionsof the target culture(s) tothe student’s own culture.

Identify expressive andutilitarian forms of thetarget culture(s).

¨ Analyze the similaritiesand differences betweenthe target culture(s) andthe student’s own cultureusing evidence fromauthentic sources.

¨ Compare and contrastsimilar and differentbehavioral patternsbetween the targetculture(s) and thestudent’s own culture.

¨ Identify the impact of thecontributions of the targetculture(s) on the student’sown culture.

¨ Compare and contrastexpressive and utilitarianforms between the targetculture(s) and thestudent’s own culture.

¨ Explain the significance ofthe similarities anddifferences between thetarget culture(s) and thestudent’s own cultureusing evidence fromauthentic sources.

¨ Use knowledge of similarand different behavioralpatterns to interacteffectively in a variety ofsocial contexts in thetarget culture(s) and thestudent’s own culture.

¨ Analyze the impact of thecontributions of the targetculture(s) on the student’sown culture.

¨ Identify the ways in whichvarious cultures interactwithin the student’s owncommunity.

¨ Use utilitarian forms ofthe target culture(s) andthe student’s cultureappropriately.

¨ Analyze how the patternsof interaction are reflectedin the expressive forms ofthe target culture(s) andthe student’s own culture.

qqq


COMPARISONS Classroom Examples


Goal Four: COMPARISONSClassroom Examples


Develop Insight into the Nature ofLanguage and Culture

Students recognize that different languages usedifferent patterns to communicate and canapply this knowledge to their own language.

Identify the sound patterns ofthe target language andcompare them to thestudent’s own language.

Apply, within limited con-texts, the sound patterns ofthe target language.

Apply, in a variety of con-texts, the sound patterns ofthe target language.

Identify the structuralpatterns of the target lan-guage and compare them tothe student’s own language.

Apply, within limitedcontexts, the structuralpatterns of the targetlanguage.

Use knowledge of structuralpatterns in both the targetlanguage and the student’sown language to communi-cate effectively.

◆ Distinguish the difference between questions andstatements.

◆ Produce questions, statements, and commands withcorrect inflection and pronunciation.

◆ Restate the same phrase using intonation that reflectsdifferent perspectives; e. g., teachers, parents, andstudents discussing the cancellation of school.

◆ Listen as the teacher models how to express the posses-sive structure in the target language and explain how itis different from English.

◆ Play the role of a street vendor and a tourist bargainingfor a lovely scarf he/she is selling.

◆ Play the role of a U.N. ambassador reacting to an urgentpolitical situation in Africa. Another student translatesthe speech into English.

Goal Four:

Beginning:

Developing:

Expanding:

A

Standard 4.1

sss

BBeginning:

Developing:

Expanding:


Classroom Examples COMPARISONS


C

continued...


--Standard 4.1

Identify the idiomatic expres-sions of the target language.

Compare and contrastidiomatic expressions of thetarget language and thestudent’s own language.

Use idiomatic expressions ofthe target language in thecorrect context.

Identify connections amonglanguages.

Explain the changing natureof languages.

Describe how languagesinfluence each other.

◆ Match the picture of an idiom with its correspondingphrase.

◆ Guess the meanings of a list of unfamiliar idiomaticexpressions in the target language.

◆ Create a situation where two native speakers meet onthe street, greet each other, and discuss their recentdating experiences.

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

D◆ Illustrate language trees of cognates and/or words

formed from common roots to expand vocabulary.

◆ Explore authentic materials to find new words adaptedfrom English.

◆ Collect examples of terms for new technological ad-vances and report on their origins.

qqq


COMPARISONS Classroom Examples


--Standard 4.2

Standard 4.2 Students recognize that cultures use differentpatterns of interaction and can apply this knowledgeto their own culture.

Identify the similarities anddifferences between thetarget culture(s) and thestudent’s own culture usingevidence from authenticsources.

Analyze the similarities anddifferences between thetarget culture(s) and thestudent’s own culture usingevidence from authenticsources.

Explain the significance ofthe similarities and differ-ences between the targetculture and the student’sown culture using evidencefrom authentic sources.

Identify similar and differentbehavioral patterns betweenthe target culture(s) and thestudent’s own culture.

Compare and contrastsimilar and different behav-ioral patterns between thetarget culture(s) and thestudent’s culture.

Use knowledge of similarand different behavioralpatterns to interact effec-tively in a variety of socialcontexts in the targetculture(s) and the student’sown culture.

◆ Compare and contrast a town from the target culture(s)and the student’s own town using photographs.

◆ Listen to examples of popular music from the targetculture(s) and the student’s own culture and create aVenn diagram to illustrate similar and differentcomponents.

◆ Distinguish common strands of popular music in thetarget culture(s) and adapt a popular American song tothat pattern or vice versa.

Beginning:

Developing:

Expanding:

A

◆ Follow the teacher’s model to practice the table mannersof the target culture(s) and compare them with thestudent’s own culture.

◆ View a video highlighting social interaction patterns ofteenagers in the target culture(s). Groups create twoskits one reflecting American behavioral patterns andthe other reflecting the target culture(s).

◆ Organize a welcoming party for foreign exchangestudents at school being sensitive to the social amenitiesof the target culture(s).

sss

BBeginning:

Developing:

Expanding:


Classroom Examples COMPARISONS


C

continued...


Identify the contributions ofthe target culture(s) to thestudent’s own culture.

Identify the impact of thecontributions of the targetculture(s) on the student’sown culture.

Explain and analyze theimpact of the contributions ofthe target culture(s) on thestudent’s own culture.

Identify the ways in whichvarious cultures interactwithin the student’scommunity.

Identify expressive andutilitarian forms of the targetculture(s).

Compare and contrastexpressive and utilitarianforms between the targetculture(s) and the student’sown culture.

Use utilitarian forms of thetarget culture(s) and thestudent’s cultureappropriately.

Analyze how the patterns ofinteraction are reflected inthe expressive forms of thetarget culture(s) and thestudent’s own culture.

◆ From a cookbook, choose recipes that reflect the influ-ence of the target culture(s) and compile a classcookbook.

◆ Compile a list of ten items found at home that areconnected to the target culture(s). Use the lists as a basisfor class discussion.

◆ Given a list of products and practices, eliminate all thosethat are not purely American and discuss how differenteach student’s life would be.

◆ Create a bulletin board with articles and fliers thathighlight activities of ethnic groups within thecommunity.

Beginning:

Developing:

Expanding:

Beginning:

Developing:

Expanding:

qqq

D◆ Identify the significance of signs and symbols in the

target culture(s).

◆ Using money or stamps from the target culture(s),compile a list of symbols, buildings, people, and othercharacteristics, and discuss their significance.

◆ Correctly fill out forms; such as, visa applications,drivers test, crime report, or insurance form.

◆ View a film from the target culture(s) and analyze thesocial relationships in comparison to social relationshipsin a similar American film.






Goal Four: COMPARISONSDevelopment of Language and Cultural Understanding

Studentsare able

to:


Develop Insight into the Nature of Language and Culture

Students recognize that different languages use different patternsto communicate and can apply this knowledge to their own language.

Identify the sound patterns ofthe target language andcompare them to thestudent’s own language.

Identify the structural patternsof the target language andcompare them to thestudent’s own language.

Identify the idiomatic expres-sions of the target language.

Identify connections amonglanguages.

¨ Apply, in a variety of con-texts, the sound patterns ofthe target language.

¨ Use knowledge of structuralpatterns in both the targetlanguage and the student’sown language tocommunicate effectively.

¨ Use idiomatic expressions ofthe target language in thecorrect context.

¨ Describe how languagesinfluence each other.

¨ Apply, within limited contexts,the sound patterns of thetarget language.

¨ Apply, within limited contexts,the structural patterns of thetarget language.

¨ Compare and contrastidiomatic expressions of thetarget language and thestudent’s own language.

¨ Explain the changing natureof languages.

Goal Four:

Standard 4.1

ED

C

B

A

qqq


Development of Language and Cultural Understanding COMPARISONS




Studentsare able

to:


Students recognize that cultures use different patterns of interactionand can apply this knowledge to their own culture.

Identify the similarities anddifferences between the targetculture(s) and the student’sown culture using evidencefrom authentic sources.

Identify similar and differentbehavioral patterns betweenthe target culture(s) and thestudent’s own culture.

Identify the contributions ofthe target culture(s) to thestudent’s own culture.

Identify expressive andutilitarian forms of the targetculture(s).

¨ Analyze the similarities anddifferences between the targetculture(s) and the student’sown culture using evidencefrom authentic sources.

¨ Compare and contrast similarand different behavioralpatterns between the targetculture(s) and the student’sown culture.

¨ Identify the impact of thecontributions of the targetculture(s) on the student’s ownculture.

¨ Compare and contrastexpressive and utilitarianforms between the targetculture(s) and the student’sown culture.

Standard 4.2

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A

D

C

B

¨ Explain the significance of thesimilarities and differencesbetween the target culture andthe student’s own culture usingevidence from authenticsources.

¨ Use knowledge of similar anddifferent behavioral patterns tointeract effectively in a variety ofsocial contexts in the targetculture(s) and the student’s ownculture.

¨ Analyze the impact of thecontributions of the targetculture(s) on the student’s ownculture.

¨ Identify the ways in whichvarious cultures interact withinthe student’s own community.

¨ Use utilitarian forms of thetarget culture(s) and thestudent’s culture appropriately.

¨ Analyze how the patterns ofinteraction are reflected in theexpressive forms of the targetculture(s) and the student’s ownculture.


COMMUNITIES OverviewGoal Five: COMMUNITIESOverview

Goal Five:

Participate in MultilingualCommunities at Home andAround the World

Standard 5.1

Students apply language skills and culturalknowledge within and beyond the schoolsetting.

Rationale:It is important toidentify the effectsthat learning aforeign languagehas on studentswithin their com-munities. Foreignlanguage learningis a skill thathas life-longimplications forthe enhancementof career optionsas well as theenrichment ofone’s perspectivesin everyday life.

CO

MM

UNITIES


Studentsare able

to:


Goal Five: COMMUNITIESProgress Indicators

A

B

C

Goal Five: Participate in Multilingual Communitiesat Home and Around the World

Standard 5.1 Students apply language skills and culturalknowledge within and beyond the schoolsetting.

Identify the target lan-guage in the student’sdaily life.

Share knowledge of targetlanguage with others.

Locate connections withthe target culture throughthe use of technology,media, and authenticsources.

Locate resources in thecommunity to research thetarget culture.

¨ Respond to the targetlanguage encountered inthe student’s daily life.

¨ Establish connectionswith the target culturethrough the use of technol-ogy, media, and authenticsources.

¨ Use resources in thecommunity to research thetarget culture.

¨ Interact appropriately inthe target language in real-life situations.

¨ Maintain connections withthe target culture throughthe use of technology,media, and authenticsources.

¨ Analyze the role of theUnited States in the worldarena as viewed by othercultures using authenticsources.

¨ Analyze the interdepen-dence that exists betweenthe student’s own cultureand the world.

¨ Collaborate with resourcesin the community.

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COMMUNITIES Classroom ExamplesGoal Five: COMMUNITIESClassroom Examples


Goal Five: Participate in Multilingual Communitiesat Home and Around the World

Standard 5.1 Students apply language skills and culturalknowledge within and beyond the schoolsetting.

Identify the target languagein student’s daily life.


Respond to the target lan-guage encountered instudent’s daily life.

Interact appropriately in thetarget language in a varietyof real-life situations.

ABeginning:

Developing:

Expanding:

Beginning:

Developing:

sss

B

◆ While watching TV, identify words or phrases in thetarget language.

◆ Teach a phrase to a student who does not study thetarget language and have student repeat phrase toteacher for a prize.

◆ Keep an in-class log or chart of personal encounters withthe target language.

◆ Invite an exchange student to an outing in whichconversation in the target language is maintained.

Locate connections with thetarget culture through the useof technology, media, andauthentic sources.

Establish connections withthe target culture through theuse of technology, media, andauthentic sources.

◆ Surf the Internet to find information of personal interestin the target culture.

◆ Establish a pen-pal correspondence with someone fromthe target culture.


Classroom Examples COMMUNITIES

Expanding:

Beginning:

Developing:

Expanding:

B

continued...


C

Maintain connections withthe target culture through theuse of technology, media, andauthentic sources.

Analyze the role of theUnited States in the worldarena as viewed by othercultures using authenticsources.

Analyze the interdependencethat exists between thestudent’s own culture andthe world.

Locate resources in thecommunity to research thetarget culture(s).

Use resources in the commu-nity to research the targetculture(s).

Collaborate with resourcesin the community.

• Establish a relationship with a school from the targetculture in a variety of ways; such as, video, e-mail,photographs, letters, etc.

• Use the target language to survey students in the targetculture(s) concerning U.S. involvement in world affairsand then compile and analyze the data.

• Within the school or school district, conduct a mockinternational conference on a world issue; such as, peace,pollution, economics. Involve students from differentlanguages and disciplines.

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• Create a list of community individuals with expertise inthe target culture(s).

• From a student-generated list of community resources,invite a guest into the classroom.

• Intern with someone from the business community whouses the target language at work.

--Standard 5.1


Studentsare able

to:





Goal Five: COMMUNITIESDevelopment of Language and Cultural Understanding


Participate in Multilingual Communities at Home andAround the World

Students apply language skills and cultural knowledgewithin and beyond the school setting.

Identify the target language inthe student’s daily life.


Locate connections with thetarget culture through the useof technology, media, andauthentic sources.

Locate resources in thecommunity to research thetarget culture(s).

¨ Respond to the targetlanguage encountered in thestudent’s daily life.

¨ Establish connections withthe target culture through theuse of technology, media,and authentic sources.

¨ Use resources in thecommunity to research thetarget culture(s).

Goal Five:

Standard 5.1

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A

C

B

¨ Interact appropriately in thetarget language in real lifesituations.

¨ Maintain connections with thetarget culture through the useof technology, media, andauthentic sources.

¨ Analyze the role of the UnitedStates in the world arena asviewed by other cultures usingauthentic sources..

¨ Analyze the interdependencethat exists between thestudent’s own culture and theworld.

¨ Collaborate with resources inthe community.


Learning ScenariosWhat It Might Look Like

Foreign language teachers from across Nebraska submittedthe learning scenarios included in the Frameworks. Thescenarios are samples of projects or more complex activitiesthat incorporate more than one goal, standard, and progressindicator.

These scenarios are by no means representative of all ofthe ways to apply the Frameworks to the school setting.Teachers are encouraged to think creatively and adapt theseideas to their own classroom lessons.

When using the scenarios, teachers are encouraged to:

◆ Use the target language as much as possible at all levels.

◆ Use authentic materials whenever they are available.

◆ Tie into community resources at every opportunity toshow students the “real world” connection.

◆ Adapt the scenarios to meet the interests of students atdifferent age levels. For example, in the scenario,“Opinion Survey,” the questions might be changed toreflect the different interests of high school, middleschool, or elementary school students even though eachgroup’s language ability may be at the beginning level.

◆ Adjust the scenarios to fit the abilities of students atdifferent learning levels. Use the progress indicators todesign appropriate learning activities for students at thebeginning, developing, or expanding level. See the scenario,“Read All About It,” as an example of how a scenariocan be adapted for students at different learning levels.

About the Scenarios

Using the Scenarios

The scenarios are arranged in alphabetical order by title. Theindex and charts on the following pages also show thescenarios grouped by page number; topic; and learninglevels, goals, and standards.

Finding the Right Scenario


Learning Scenarios

Art Genre ................................................................................... 83

At the Mall ................................................................................. 84

Aztec Designs ............................................................................ 86

Beginning Conversations ........................................................ 87

Create a Business District ........................................................ 88

Create a Culture ........................................................................ 89

Create a Family ......................................................................... 90

Cultural Connection ................................................................. 91

De Colores .................................................................................. 92

Dining ......................................................................................... 93

Fairy Tales .................................................................................. 94

Fashion Show ............................................................................ 95

Foot in Mouth ............................................................................ 96

Frame That Tune ....................................................................... 97

Global Marketplace .................................................................. 98

Guide Through a City .............................................................. 99

House and Home .................................................................... 100

International Trade ................................................................. 105

Job Interview ........................................................................... 106

Know Your City ...................................................................... 107

La Comida ............................................................................... 108

Les Habits (Clothing) ............................................................. 109

Let’s Celebrate ......................................................................... 110

May I Take Your Order Please? ............................................ 111

Migrant Farm Workers ........................................................... 112

Opinion Survey ....................................................................... 113

Paris Monuments .................................................................... 114

Read All About It .................................................................... 115

Shopping for Clothes ............................................................. 116

Sportscaster .............................................................................. 117

Stock Market Game ................................................................ 118

Structures of Roman Entertainment .................................... 119

Summertime ............................................................................ 120

Television Commercials ......................................................... 121

Till We Meet Again ................................................................. 122

Visit to the Grocery Store ....................................................... 123

Whodunit ................................................................................. 124

Page

Learning Scenario Indexby Page Number

--Index


Learning Scenarios

Learning Scenario Indexby Topic

ArtArt GenreAztec Designs

Business

Global MarketplaceInternational TradeJob InterviewStock Market Game

City

At the MallCreate a Business DistrictGuide Through a CityKnow Your City

Clothing

Fashion ShowLes HabitsShopping for Clothes

Colors

Aztec DesignsDe Colores

Communication/Conversation

Beginning ConversationsOpinion SurveySummertimeWhodunit

Culture

Art GenreAztec DesignsCreate a CultureFairy TalesFrame That Tune

Culture, continued

Guide Through a CityMigrant Farm WorkersParis MonumentsStructures of Roman

EntertainmentTelevision CommercialsTill We Meet Again!

Cultural Practices

At the MallBeginning ConversationsCreate a Business DistrictCultural Connection

CollaborationDiningFoot in MouthLa ComidaLet’s CelebrateMay I Take Your Order

Please?Shopping for ClothesSportscaster

Everyday Life

Beginning ConversationsCreate a FamilyHouse and HomeJob InterviewLa ComidaOpinion SurveyRead All About ItSummertime

Food

DiningLa ComidaVisit to the Grocery Store

LiteratureFairy TalesMigrant Farm WorkersTill We Meet Again!

Media

Know Your CityRead All About ItSportscasterTelevision

Money

La ComidaStock Market GameVisit to the Grocery Store

Music

De ColoresFrame That Tune

People

Create a FamilyHouse and HomeLes HabitsMigrant Farm Workers

ShoppingCreate a Business DistrictMay I Take Your Order

Please?Shopping for ClothesVisit to the Grocery Store

Sports

Sportscaster

Index--


Learning Scenarios

1.2

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Learning Scenario Index by Level, Goal, and Standard

Level Goals/Standards

One Two Three Four Five

LearningScenario

Title

Art Genre

At the Mall

Aztec Designs

Beginning Conversations

Create a Business District

Create a Culture

Create a Family

Cultural Connection Collaboration

De Colores

Dining

Fairy Tales

Fashion Show

Foot in Mouth

FrameThat Tune

Global Marketplace

Guide Through a City

House and Home

International Trade

Job Interview

Know Your City

La Comida

Les Habits (Clothing)

-- Index

Beg

inni

ng

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Dev

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1.3

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4.1 4.2 5.1

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Learning Scenarios

Level Goals/StandardsLearningScenario

Title

May I Take Your Order Please?

Migrant Farm Workers

Opinion Survey

Paris Monuments

Read All About It

Shopping for Clothes

Sportscaster

Stock Market Game

Structures of Roman Entertainment

Summertime

Television Commercials

Till We Meet Again

Visit to the Grocery Store

Whodunit

Beg

inni

ng

Dev

elop

ing

Exp

andi

ng One Two Three Four Five

1.1 1.2 1.3 2.1 2.2 3.1 3.2 4.1 4.2 5.1

✓ Let’s Celebrate ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓

✓ ✓✓ ✓✓ ✓✓

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Index--


Art GenreUse muralists’ works to further students’ knowledge ofhistory and culture as reflected in the works of Rivera,Orozco, Siqueiros, and Tamayo. [This scenario could beadapted for use with other art genre; such as, French Impres-sionism, German Bauhaus, etc.]ExpandingSeveral 15-minute sessions1.1, 1.2, 1.3, 2.2, 3.1Art prints (Muralist, Impressionist, Bauhaus, Dada, Cubist);transparenciesIndividually and in groups

1. Display prints (Muralist, Impressionist, Bauhaus, Dada,Cubist).

2. Prepare transparencies with biographical data on artist,and historical and/or cultural information about works.

3. Students ask and answer questions in the target languageabout the artists and their work.

4. Students play the role of a museum guide and describethe works’ importance.

5. Students discuss which works they liked best and why.

6. Students create their own art work.

Activity summary:

Intended level:Length of activity:

Reflects standards:Materials needed:

How students work:

Steps for Planningand Implementation:

Learning Scenarios


Learning Scenarios

At the MallStudents use the target language to make predictions and askand answer questions about shopping.BeginningOne and one-half 50-minute sessions1.1, 1.2Prepared shopping lists, list of stores (one per student),overhead projector, transparencies and markers, constructionpaper and markers for store labels, props or pictures for eachstoreIndividually, in large and small groups

1. As a class, students make a list of target language ques-tions and answers used in shopping, and recall forms ofcourtesy. Teacher writes these on the overheadtransparency.

2. Divide class in half. One half takes the role of shopkeep-ers; the other half takes the role of shoppers. Each groupprepares separately.

3. The shoppers form smaller groups of four or five andreceive a list of stores and shopping lists with eight totwelve items listed in random order. Each studentpredicts which store sells two or three of the items bysaying in the target language where he/she will go tobuy them. (Some of the items will be unfamiliar.) Arecorder in each group writes down the predictions. Afterall have predicted a store, the recorder or other groupmember reads back the sentences to make sure all itemshave been mentioned.

4. The shoppers go to the predicted store and ask if theitem(s) is/are sold there. If so, the students ask to buy it/them. Since there are limited quantities of some itemsthat might be on more than one list, those who bestpredicted the right store will get the chance to buy allitems on the list. If the store does not sell the item, theshopper is advised to go another store.

5. While the shoppers are making predictions, each shop-keeper receives an envelope containing the items (orpictures of the items) to be sold, a vocabulary list ofincluded items, and a list of the shops. They each matchitems to the name on their lists and state them to theother shopkeepers along with the name of their store; for

Activity summary:



How students work:


sss


Learning Scenarios

example, “I have tape, typing paper, and envelopes. Mystore is the stationery or paper store.” This is so shopkeep-ers can advise shoppers when predictions are incorrect.Shopkeepers also make a tent-label for their store.

6. After shoppers and shopkeepers have interacted, theshoppers report the results of their shopping to the class;for example, “I have envelopes from the paper store.”Another group member checks off the items on the list.Shopkeepers collect the items as they are mentioned.“Outstanding shoppers” may be recognized.

7. The halves of the class reverse roles and repeat steps 3through 6.

At the Mall,

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continued...

storename


Learning Scenarios

Aztec DesignsStudents create their own Aztec designs using geometricshapes studied in mathBeginningThree or four 30-minute sessions1.3, 2.2, 3.1Examples of Aztec designs, precut geometric shapes in avariety of colors or patterns of shapes to trace, paper forbackground of designs, colors and/or markers if patternstraced, writing paper, pencilsIndividually

1. Locate several pictures of Aztec designs or authenticexamples.

2. Show students the designs and discuss them.

3. Teach the names in the target language for the variousgeometric shapes found in the designs.

4. Each student creates an Aztec design.

5. Students describe their designs by telling the names of theshapes used in the design, how many of each shape wereused, and the colors of the shapes used.

6. Display the designs and their descriptions in theclassroom.

Activity summary:



How students work:


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Learning Scenarios

BeginningConversations

Students create dialogue using given vocabulary.BeginningTwo or three 45-minute sessions1.1, 2.1, 4.1Vocabulary phrases using pictures that give clues to thephrasesIn pairs

1. Introduce students to the key expressions for greetings inthe target language. Students practice them in class.

2. Teach a mini lesson about the difference between formaland informal conversations.

3. Divide students into pairs and give each person a copy ofthe picture dialogue.

4. Explain the meaning of each picture. Students discuss theexpressions that correspond with each picture.

5. In pairs, students decide who will be person A and whowill be person B; then they practice the dialogue in classuntil they are comfortable with the vocabulary and thestructure of the key expressions used in the dialogue.

6. Videotape students presenting their dialogues to the class.

7. Students watch the video and critique their ownperformance.

8. Students work in pairs to create their own dialogues bymaking a picture diagram.

9. Steps 5 through 8 may be repeated.

Activity summary:Intended level:

Length of activity:Reflects standards:

Materials needed:

How students work:


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Learning Scenarios

Create a BusinessDistrict

Pairs create a business and actually buy and sell goods orservices.Developing; expandingSix 50-minute sessions1.1, 1.2, 2.1, 3.1Art supplies, products from the home, etc.In pairs

1. Students learn vocabulary for consumer trading andcommon courtesies. Present and discuss informationabout open markets.

2. Students divide into pairs and get a business to own bydrawing the name of the business out of a hat.

3. Each pair

a. creates a store-front sign,

b. gathers or makes five different products to sell(authentic or created from construction paper),

c. makes a price list of their products, and

d. provides sacks for the merchandise.

4. Give each pair a set amount of money. One team mem-ber is the consumer and goes out into the “businessdistrict” to buy goods. A specified number of productsmust be bought.

5. The teacher acts as sheriff. If students are caught barter-ing in English, they must

a. pay a fine for the first offense, or

b. do jail time for the second offense—a largerefrigerator carton works great!

6. While the “consumer” is buying goods, the other teammember is “home minding the store” by trying to makeas much money as possible.

7. Partners switch roles, so the buyer becomes the store-keeper and vice-versa.

Activity summary:



How students work:


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Learning Scenarios

Create a CultureStudents create a culture through objects, works, pictures, andgive a summary to the class.Developing; expandingThirty minutes for planning; ten minutes for each group topresent1.3, 2.2Pictures, words, objects that represent items that might befound in a tomb, lost city, lost civilization, etc.In pairs or groups of three

1. Study a list of vocabulary related to an archeological find;for example, gold, cotton, feathers, century, tomb, pearl,chief, warrior, etc.

2. Each student writes down two or three items they mightdiscover in a lost civilization. (Decide if the items can bemodern, like computers, for example.)

3. Put all the words in a box, and have groups pick four-to-six items.

4. Give each group three or four pictures or objects thatmight be found in such a place. Use authentic materialswhen possible.

5. Tell students that they are to give a talk in front of aNational Archeological Meeting about the lost civilizationthat they have found. They must use the items, pictures orwords, and explain for what purpose they were used inthe culture. They should explain about the religion, food,way of life, and if the culture was peaceful or war-like.This is done using the imperfect tense.

6. Groups present their cultures to the class. Listeners askquestions and find out if the presenters would like to livein the culture or not.

7. Variation: Students write their findings or videotapethem.

Activity summary:



How students work:


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Learning Scenarios

Create a FamilyStudents create a family to use throughout the year for avariety of activities on a number of different topics.Beginning; developingSeveral class sessions throughout the school year1.3, 2.1, 3.2, 5.1Folders, family tree, city information chart, resources withinformation about specific cities, magazines, scissors, glueIndividually

1. Students create a family using the family graphic orga-nizer provided. Students decide the name, age, andoccupation for each family member and fill in the familytree.

2. Students cut out pictures in magazines of each familymember, paste them on paper, and label them to create afamily tree.

3. Students choose a city where the family lives. Usinginformation from a variety of sources—such as, travelbooks, Internet, library resources—students fill in a cityinformation chart.

4. Students write a short paper on the family in the targetlanguage, including information from the family tree anda city information chart.

5. Students present the family to the class in the form of anoral presentation in the target language, showing themembers of the family and telling a little about eachfamily member and the city in which the family lives.

6. Throughout the school year, the family is revisited anumber of times through a variety of different topics; forexample, housing—students create a dwelling for thefamily, furnishing it and describing the furnishings andwhere they are located; body parts— students describewhat the family members look like; summer vacation—students describe what the family will do on their sum-mer vacation; shopping—students describe the family’strip to a grocery store or shopping for new clothes.

Activity summary:



How students work:


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Learning Scenarios

CulturalConnection

CollaborationStudents research target language cultural practices thatrelate to Nebraska in a collaborative project with elementarystudents (typically 4th grade in Nebraska).BeginningSeveral 30-minute sessions to introduce; the number andlength of subsequent sessions will depend on mail andInternet accessibility4.2Form letter, envelopes, postage, possibly Internet, paper,markers, and materials for making bookletsLarge and small groups and/or individually

1. Foreign language students develop general questionsabout holidays or celebrations that happen in the targetculture(s).

2. Using a form letter composed in the target languagewith the help of the teacher and the questions createdby the class in step #1, students write to regions in thetarget language country(ies) asking about holidaycelebrations. [Information might be obtained by writingto the Chamber of Commerce or Office of Tourism in aselected city.]

3. Elementary students studying Nebraska write to citiesin the state with historic or current connections to thetarget cultures to see if they have celebrations oractivities that honor that culture.

4. The foreign language students interpret informationreceived and compare and contrast it with informationreceived by the elementary students.

5. Elementary and foreign language students worktogether to prepare a book(s) for the elementary class-room showing the Nebraska bilingual connections.Foreign language students write about how the targetculture’s traditions are practiced; elementary studentsillustrate by acting, drawing, and writing how the targetculture’s traditions are practiced in Nebraska.

Activity summary:



How students work:


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Learning Scenarios

De ColoresUsing a theme of colors, students express likes, expressagreement or disagreement, give compliments, sing a song,and learn about accepting a compliment.BeginningTwo or three 50-minute sessions1.1, 1.2, 2.1, 2.2, 4.1, 4.2Audio-tapes of song, De Colores; handouts on the song; posterwith colors and explanations; sets of color manipulatives—hands-on materials, realia, etc.)—page 31 of The Hispanic WayLarge group, individually, and in groups of three or four

1. Introduce the colors using TPR instructions and a set ofcolor manipulatives for each student.

2. Introduce the background of De Colores as a migrantworker song and provide other details about the songfrom Portraits of Mexican Americans by Dr. Theresa Pérez.

3. Students listen to the song and practice the words, singingwith or without the tape. Have students expand theirunderstanding (of the song) through cognates.

4. Each student receives the worksheet—that has the Englishmeanings—to complete as homework. (Source: Portraits ofMexican Americans)

5. Review the song one more time before leaving.

6. On the second day, review the song several times; use asummary activity; and discuss the worksheet.

7. Ask questions about the color of the images in the song toreview the colors themselves.

8. Present the poster with the colors and the personalityaspects they reflect. Students choose their favorite colorand decide if they agree with the personality description.

9. Students ask about each other’s favorite colors using “tegusta” and “me gusta” (from the song). Students givereports about the other person in the “le gusta” form.

Activity summary:



How students work:


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Resources:

DaiZovi, Lonnie (1994). Mariachi...Y Mas: Musicay ejercicios para la clase de español.Albuquerque: Vibrante Press. ISBN 0-935301-67-4

Noble, Judith; Lacasa, Jaime (1993). TheHispanic Way: Aspects of behavior, attitudes,customs in the Spanish-speaking world.Passport Books.

Pérez, Theresa (1991). Portraits of MexicanAmericans: Pathfinders in the MexicanAmerican Communities. Carthage: GoodApple. ISBN 0-86653-605-1


Learning Scenarios

DiningStudents explore and experience the dining practices of thetarget culture.BeginningFive to seven 50-minute sessions2.1, 2.2, 3.2, 4.2, 5.1Blank audio tapesIndividually (with family), class

1. Through self and family observation of all meals for oneweek, students record the amount of time spent at meals,what was eaten at the meals, and who ate with them.

2. Students, through teacher-generated questions, processtheir observations and reach some general conclusionsabout meals and dining habits in their own homes and intheir culture in general.

3. Through video or guest speakers, students discover somesocial proprieties of dining in France.

4. Students evaluate the general dining practices of Frenchculture and their cultures, and explain the similarities anddifferences between them.

5. Students hypothesize the possible benefits of each culture,adopting some of the dining practices of the other.

6. Students, with parental approval, organize and facilitate adinner in their home which reflects some of the targetculture’s dining practices.

7. Students then share impressions of this experience withtheir classmates, and audiotape family interviews inwhich students ask family members to reflect on thedinner.

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Activity summary:



How students work:



Learning Scenarios

Fairy TalesStudents read and interpret fairy tales for foreign languageand language arts classes.BeginningSix or seven 45-minute sessions1.2, 3.1, 3.2Fairy tales from target culture and cooperation of languagearts teacherIn pairs

1. In the language arts classes, students read a wide repre-sentation of fairy tales from throughout the world.

2. In the foreign language classes, the fairy tales shouldrepresent the target culture.

3. Students read and discuss fairy tales in their language artsclasses. They describe, compare and contrast, and inter-pret the fairy tales.

4. Students in foreign language classes organize into pairs;each pair chooses a fairy tale from the target culture.

5. Each pair is responsible for reading, comprehending, andinterpreting its chosen fairy tale.

6. Foreign language students present and discuss their fairytales in their language arts classes.

7. As a summarizing activity, a booklet could be developedwith the fairy tales read and discussed in the languagearts classes. A copy of this booklet could be given to eachmember of the class.

Activity summary:



How students work:


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Learning Scenarios

Fashion ShowStudents role-play a fashion show to practice vocabulary.DevelopingFour 20-minute periods1.2, 1.3, 2.1, 2.2Costumes or clothing items provided by the studentsIndividually and in pairs

1. Students learn vocabulary for clothing, fabric, and design.

2. Discuss cultural differences in clothing.

3. Talk about designers in general.

4. Students select what they will model, and each writes adescription to be read by the person role-playing theemcee. Students bring costumes/clothing to class.

5. Students divide into pairs and practice their roles in thestyle show. Each student will model and emcee.

6. Pairs perform the style show for the class.

7. Distribute a list of names of the models. To assess stu-dents’ understanding of the style show narratives, theteacher reads brief descriptions of several outfits andassigns a number to each description. Students place thenumber of the description next to the name of the modelon the list.

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Learning Scenarios

Foot in MouthStudents compare appropriate behavior between cultures.DevelopingTwo 50-minute sessions2.1, 4.2Printed scenarios of culturally inappropriate behavior, over-head projector, transparencies, and transparency pensLarge and small groups

1. Students read scenarios or dialogues in which a visitor tothe target culture makes a social faux-pas. These situa-tions should be tied to a context; such as, shopping,dining, or greeting customs.

2. Discuss in the target language why a visitor’s behaviorcreates confusion or misunderstanding for the nativespeakers. Make a list of contrasting behaviors on theoverhead and discuss them.

3. Divide students into groups and assign a scenario for eachgroup.

4. Students create a dialogue to illustrate the situation. Theymay rely heavily on the earlier dialogues, but shouldinclude some original material.

5. The group presents the dialogue to the class.

6. Students record what the visitor should have done in eachsituation and why. Class discussion can follow.

Resources:

Snyder, Barbara (1975/1990). EncuentrosCulturales: Cross-Cultural Mini-Dramas.National Textbook Co: Lincolnwood

Stern, Susan (1994).These Strange GermanWays; The New Book. Atlantik Brücke. ISBN3-925744-08-8

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Learning Scenarios

Frame that TuneStudents analyze music from the target culture and compare itto that of U.S. culture.ExpandingFive 50-minute sessions1.2, 1.3, 2.2, 3.1, 3.2, 4.1, 4.2Traditional and popular music of the target culture; such as,audiotapes, compact discs, music videos, and videotapedconcertsIndividually

1. Students listen and/or watch traditional and popularmusic of the target culture.

2. Through studying instrumentation and cultural,geographical, and political factors, students synthesizeinfluences that are present in each type of music.

3. The teacher analyzes one of the songs with the class via

a. word attack and deciphering skills;

b. melody and the mood created;

c. instrumentation; and

d. cultural messages.

4. Each student selects a song that he/she has heard in classand performs a similar study of that song, including itslyrics, melody, instruments, and messages.

5. Students create a written, visual, and oral project andshare the researched song with the class.

6. Students select a song from their own culture which theybelieve shares the same influences or messages as thesong they have chosen from the target culture.

7. Using any or all of the aforementioned factors, studentsshare the similarities between the two songs with theclass.

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Learning Scenarios

GlobalMarketplace

Students simulate trading on the world market.BeginningThree to five 50-minute sessions, depending on depth ofresearch2.2, 3.1Posterboard and markers; materials to create productsIndividually and in large group

1. Guest speakers provide background on internationalbusiness and marketing.

2. Teacher instructs students in the use of Internet ande-mail.

3. Divide students into groups. Each group selects a coun-try and collects data concerning geographical, political,historical, and socioeconomic factors affecting trade.

4. Based on the information collected, each group selects aproduct indicative of the country’s resources.

5. Groups work collectively to market their product,creating a company name, logo, slogan, and advertisingplan.

6. Groups simulate buying and selling at an exhibit wherethey display their posters and products. The simulationcan be conducted totally in the target language. If avail-able, “international” trading is done via fax and e-mailwith another school in the target country or with acompany in the target country.

7. Students prepare oral reports summarizing profits andlosses.

8. Variation: Invite students from other classes to partici-pate, with the foreign language students acting as sellersand interpreters.

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Learning Scenarios

Guide ThroughA City

Read a written paragraph and follow directions given in theparagraph to draw a path on a city map.BeginningTwo to three 50-minute sessions1.2, 2.1City map with written directions relevant to that mapIndividually

1. Students review vocabulary on directions; e.g., turn right,turn left, go straight ahead (for a given number of blocks).

2. Students may also review vocabulary by viewing aparagraph of instructions on an overhead transparencyand following the directions given.

3. Teach about the characteristics of a city from the targetculture, and use a map of an actual city.

4. Give each student a city map on a handout with a writtenparagraph of directions. Beginning at a given startingpoint, each student draws a path on the city map accord-ing to the directions in the paragraph.

5. Provide a map with an outlined route. Each studentwrites the directions to go from one given point on themap to another. In the classroom, students give oraldirections for another student to follow to get to a site inthe school; e.g., the restroom, the office, etc.

6. Variation: Students ask for directions to a place of theirchoice. Students determine the accuracy of the directions.If they are not accurate, students determine where thedirections lead.

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Learning Scenarios

House and HomeStudents create a house and a home.Beginning (see worksheets for Expanding level)Six 50-minute sessions1.1, 1.2, 1.3, 2.1, 2.2, (4.2)Vocabulary list; pictures; masking tape; labels; card game—e.g., Concentration; worksheets A and BLarge group, small groups, individually

1. Go through vocabulary list for pronunciation and explaincultural differences; for example; Badezimmer vs. Toilette.

2. Discuss Germany’s population density, and ask howstudents think this affects living arrangements.

3. Show pictures of German houses, apartment buildings,and rooms using an overhead projector; and discuss howthese compare to the students’ homes.

4. Wir bauen ein Haus! Give students long pieces of maskingtape and room cards and instruct them to make a houseplan on the floor, labeling each room.

5. Hold up pictures of people doing activities that typicallytake place in a home. Describe them in German and askwhere they do these things. As students call out thecorrect rooms, have them place the picture on the floorplan.

6. Once all of the pictures have been placed, describe eachone again and have students return them to the teacher.

7. Pick up the room cards and begin TPR activity; such as,“Go to the garage” or “Go to the kitchen.” Ask students tomove from one room to another.

8. Give students a list of adjectives in English that arearranged as antonyms. Students play a concentration cardgame that encourages them to guess the meanings ofadjectives using pictures and sentences as clues. Studentsfill in the German word on their vocabulary lists.

9. Explain the cultural importance of gemutlich.

10. Prompt students to describe the classroom; for example,“Is the classroom large or small?” The teacher agrees withthem, modeling the sentence structure the students willuse for their house plans; for example, “Stimmt. DasKlassenzimmer ist gross.”



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Learning ScenariosHouse and Home, continued...

11. Have students begin drawing the floor plan of theirdream home. They are to bring their completed projects toclass the next day.

12. Hold up magazine pictures of rooms. Ask students todescribe them. Once all students are responding withcomplete sentences, write one or two sample sentences onthe board. Explain that they will write a descriptivesentence for each room on their floor plan. As studentsfinish, they post their plans on a bulletin board.

Resources:

Worksheets A and B following this scenario

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Learning Scenarios House and Home: Worksheet A

..Jur

101 102

202

301 302

401

Name

Das Haus

Eisenhut

Interior:• Living room, kitchen, bath, bedroom• Living room, kitchen, bath, bedroom• Living room, kitchen, bath, 2 bedrooms• Living room, kitchen, bath, 2 bedrooms• Living room, kitchen, 2 baths, 2 bedrooms• Kitchen, bath, bedroom• Living room, kitchen, dining room, 2 baths, 3 bedrooms

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Learning Scenarios

Haus Eisenhut: A continuing writing project for upper-

level German-language students

Das Haus Eisenhut is located in Munich. There are sevenapartments in the Haus Eisenhut. A total of twenty people livein the building. The residents range in age from children tograndparents. There are at least three children and at leastthree persons over 65 years of age who live in the building.You are an exchange student (Austauschschüler/in) living inapartment #401 with a host family. Fifteen (15) of the residentsare German and five are of different nationalities; such as,Russian, American, Turkish, Italian, Yugoslavian, etc. (Don’tforget that you are one of the foreigners!)

Complete the chart in German for each apartment. Be sure toinclude the following information:

1. Names of everyone living in each apartment

2. Age of each person

3. Occupation of each person who works; or indicate if aperson is a student (Schüler), retired (pensioniert), etc.

4. Nationality of the five foreigners (watch agreement).Don’t forget to include yourself as a foreigner in apart-ment #401. Remember: the building is in Germany, soeveryone except the foreigners is deutsch.

5. Remember:

• You must have someone living in each apartment.• You must have twenty (20) people in total living in

the building.• You must have at least three (3) children in the

building• You must have at least three (3) people over 65 years

of age.• Later compositions will be more interesting if you try

to have a variety of ages, occupations, andnationalities.

• Include nationalities, occupations, and names of yourtenants.

Find pictures of all of the people who live in the apartmentbuilding; make a collage or put each apartment on a differentsheet of paper; label the people by name and apartment. Youcould also find pictures of how the apartments are decoratedif you wish.

Introduction:

Composition Topics:

The Tenants:

House and Home: Worksheet B

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Picturing the People:


Learning Scenarios

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How old is the building? What is the range of the rents?What is the decor? Is there graffiti? What is the style of thebuilding? What is the neighborhood like—what is in thearea, who lives there, etc.? What are the apartment rules? Dopeople like living there? Can you think of anything else?

Someone in one of the apartments dies. Tell who, how, andwhy. Tell about the death and the events leading up to andincluding the funeral.

Someone in the building is having a party. Tell who and why.Tell about the preparations this person makes. Describe theparty—when, who comes, what kind of party, how does itgo, what do the guests do, what happens at the party, whendoes it end?

Someone is planning a trip. Who is it? Where, when, andwhy do they plan to go? What plans do they make? Whatwill they do at their destination? How long will they begone? Who will watch the apartment? Did they make anyspecial arrangements?

Someone comes to visit someone in one of the apartmentsfor a week. Who comes to visit whom and why? Friend orrelative? Describe the activities that take place during theweek because that person is there. Where do they go? Whatdo they do?

One apartment gets a new “addition” to the family. Whichapartment? Whose is it? What is it? Describe how the peoplein that apartment feel about the new addition.

One person learns he/she has inherited money and onespecial item from someone who has died. Who died? Whyhas this person inherited the money? How much? What dothey plan to do with it? What is the special item they re-ceived? What do they plan to do with it? Why is the item sospecial? What does the inheritor think of the item? Werethere any stipulations placed on the inheritance?

• Moving Day

• Life in the A.M.

• A Secret Past

• A Crime

• A Meal

• A Knock at the Door

• Final One: Disaster Destroys the House or May 2010

Describe the Building:

A Death:

A Party:

A Trip:

A Visitor:

House and Home: Worksheet B, continued

A New Addition:

An Inheritance:

Other Ideas:


Learning Scenarios

International TradeStudents explore international trade issues between the U.S.and Mexico.Developing; expandingSeven or eight 50-minute sessions1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2Research materials, NAFTA literature. Marketing andbusiness staff may provide assistance for this scenario.Individually or small groups

1. Students select (teacher-organized) tasks and conductresearch using the Internet, books, periodicals, andinterviews in the community to discover products,materials, and services that are 1) made in Mexico and areavailable in Nebraska, and 2) made in Nebraska and areavailable in Mexico.

2. Students report their findings to the class.

3. Students draw conclusions about geographical, political,and economic factors which are influences on and/orreflections of these products/materials/services.

4. Using media and literature about the National Free TradeAgreement (NAFTA) created by the United State and byMexico, students compare and contrast the views of eachculture on NAFTA.

5. Students hypothesize possible effects of NAFTA oncurrent trade between Nebraska and Mexico.

6. Students use their research information and conclusionsto either

a. create and perform a series of presentations for theinternational marketing and economics classes (in thefirst language) or in foreign language classes (in thetarget language); or

b. participate in a target-language debate about theeffects of NAFTA on Nebraska’s trade with Mexico.

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Learning Scenarios

Job InterviewPlanned with the career education and/or business teachersas a resource, students prepare for and participate in a re-corded mock job interview in the target language.DevelopingFive to seven 50-minute sessions1.1, 1.2, 1.3, 3.1, 3.2Target language newspapers and printed materials, membersof the business community, tape recorder, and blank cassettes.Individually and in groups

1. Students read about jobs in classified ads from newspa-pers or other printed materials in the target culture.

2. Students research a future career interest using targetlanguage encyclopedias, Internet, or first-languagematerials (if only source available).

3. Members of the local business community (ideally, thosewho use the target language or work with people who do)visit the foreign language class and discuss:

a. the connections between their companies and thetarget culture;

b. the nuances of conducting business with people fromthe target culture; and

c. the qualities they seek in future employees.

4. Students brainstorm qualities an employer would want intheir particular career, and they search for connectionsbetween this career and the target culture (again, usingtarget language materials, if possible).

5. Students work in groups to produce possible questions anemployer might ask during an interview in the targetlanguage.

6. Students participate in an audio-taped mock-interviewwith an employer in the field of their choice. Ideally, therole of the employer should be played by a native speakerand/or the teacher.

7. Each student then writes a reflection journal—in thetarget language—about the interview, evaluating his/herstrengths and weaknesses.

8. The teacher and/or native speaker give(s) feedback on thestudent’s journal.

9. The audio-taped interview and the reflection are includedin the student’s portfolio.

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Learning Scenarios

Know Your CityStudent groups create a flier/brochure of their city/town.DevelopingThree 50-minute sessions1.1Map of city, drawing paper, magazinesIn groups

1. Divide class into groups to create a flier or brochure tohelp visitors learn about the students’ city/town .

2. In groups, students brainstorm items and points ofinterest about the city/town.

3. Students write descriptions about each point of interestusing a dictionary to find vocabulary in the target lan-guage to identify/describe the items.

4. Students cut out pictures from magazines or draw pic-tures to illustrate the points of interest.

5. Each group produces a flier or brochure using the writtendescriptions and pictures.

6. Groups present the brochure to class.

7. Use the brochure to role-play giving advice to visitors.

8. Send the brochure to students in the target culture askingthem to send information about their town in return.





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Learning Scenarios

La ComidaCreate a menu to learn food vocabulary. Role-play orderingfood in a restaurant setting.BeginningFive 15-minute sessions1.3, 2.1, 3.1Simple props: table, chairs, authentic menus, pad/pencil,maybe tray, etc.In groups

1. Study vocabulary and discuss different connotations ofwords; e.g., vaca-carne, cochino-puerco, etc.

2. Show students example of authentic Mexican menu.Discuss prices; i.e., comparative U.S. cash value.

3. Students prepare an appealing menu in Spanish usingappropriate food and meal dishes with prices.

4. In groups of four or five with one student acting as waiter,students role-play entering a restaurant and orderingfood. Dialogue must include: proper formal greeting,discussion of prices, receiving the bill, paying andcounting change.

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Learning Scenarios

Les Habits(Clothing)

Students discuss different styles of clothing and learn howpersonal characteristics influence the mode of dress.Developing; expandingFive 40-minute sessions1.1, 1.2, 1.3, 2.1, 3.2, 4.2, 5.1Magazines or photos, camcorders, computer, description ofinitial five stylesIndividual and in groups

1. Students review vocabulary about clothing and personaltraits using the target language.

2. Students read five short (one-page) articles identifyingfive typical modes of dress among teenagers; for example,Le Baba (expensive clothes), La Loden (trendy), La MinoritéSilencieuge (nerd), Bon Chic/Bon Genre (yuppie), La Punkette(punk).

3. Students discuss each style and the characteristics of aparticular genre or mode of fashion. Students discusswhether these styles and personalities exist at their ownschool and identify the percentages of each style apparentat the school.

4. In small groups, students discuss the personality traitsindicated by each mode of dress. Each group reports tothe whole.

5. Each student chooses a picture from a magazine or aphoto and, in the computer lab, writes an accurate physi-cal description of the fashion style indicated by the photo.The final copy should include a picture, a physicaldescription, and a personality description. The personal-ity description would include the probable interests andsocial life of the figure represented in the photo.

6. Students present their study to the class in one of thefollowing forms:a. A report in Frenchb. A videoc. A style show, complete with moderator

7. Coordinate with the Department of Family and ConsumerSciences for this presentation.

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Learning Scenarios

Let’s Celebrate!Students organize the details for a party and role-play guestsand hosts.DevelopingFive or more 50-minute sessions1.1, 1.2, 1.3, 2.1Video of a cultural celebration; for example, “Quinceañera”from Teacher’s Discovery; video player and TV, worksheetabout videoLarge group, individually, and in small groups

1. Students view and discuss the video. Individually,students complete the worksheet which focuses on stepsinvolved in planning the celebration, comparing it toother celebrations in American culture.

2. Discuss the worksheet as a class.

3. Divide class into groups of three or four students. Groupsdecide on the kind of party and define steps in sequencethat are needed to plan it. Students use the targetlanguage to plan and divide up the chores to beaccomplished.

4. Students present their plan to the class, which listens fororganization and fun ideas. The class decides whichgroup’s plan to implement as a class project.

5. The selected group receives extra class time to work onthe preparations. Meanwhile, students consider whatwould be appropriate behavior at the party and identifypersons who might attend the party; for example, anannoying little brother, a friendly uncle, peers, etc.

6. Hold the party during a class period (or outside of class).Students come prepared to act out roles of people attend-ing the party that have been assigned to them.

7. After the party, each student reflects on her/his impres-sions of the party and the behavior of participants eitherin writing or discussion with a partner.

Resources:

For Teacher’s Discovery Catalog:

1-800-TEACHER

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Learning Scenarios

May I Take YourOrder Please?

Students place phone orders from a J.C. Penney catalog in thetarget language.ExpandingOne 45-minute period2.2, 3.2, 4.2Catalog in the target language, order forms, toy telephonesPairs

1. Students check the catalog for items not usually seen in aU.S. catalog; for example, first communion dresses,fifteenth-year party dress. Discuss cultural differences.

2. Each student selects three items from the catalog.

3. Students divide into pairs to role-play a caller and anoperator.

4. The caller uses the toy telephone to call and asks to placean order. The operator asks for size, colors, prices, pagenumbers, etc. The operator gives delivery dates and cost.

5. To add interest, the caller may occasionally get a wrongnumber, items may be out of stock, or may be put on hold.

6. The pairs reverse roles and repeat step #4.

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Learning Scenarios

Migrant FarmWorkers

Students investigate the plight of migrant farm workers.ExpandingSeven or eight 50-minute sessions1.1, 1.2, 1.3, 2.1, 3.2, 4.2, 5.1Book: El Camino de Amelia, cassette recorder, camcorder, blankaudio and video tapes, research materialsIndividually, pairs, small groups

1. Using reading skills (such as skimming, scanning, cog-nates, and contextualized guessing), students read ElCamino de Amelia, a children’s book about a girl whoseparents work as migrant farm workers.

2. Students work in pairs to digest the text, orally reportingparaphrases of the story line into a cassette recorder.

3. For overnight homework, students write in journals onthe idea, “If I were Amelia....”

4. Students read their journals to a peer; the peer helps thestudent polish her/his journal.

5. In pairs, students create a two-page alternative ending forEl Camino de Amelia, including student-generated text andillustrations.

6. Journals and alternative endings are exchanged withthose of another class, preferably a class from acommunity that has migrant farmworkers.

7. In pairs, students read and reflect on the other class’sjournals and alternative endings.

8. Students conduct small-group, video-taped discussionsabout similarities and differences between their productsand those of the other class.

9. Students create suggestions for improving the situation ofmigrant farm workers and their families to send to policymakers, employers, or workers.

10. Students select and investigate another work-relatedproblem in their society, and prepare notes and speakabout solutions for this problem.



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Resources:

Altman, Linda Jacobs (1993). El Camino deAmelia. Lee and Low Books, Inc. New York.Available from Niños, P.O. Box 1163, AnnArbor, Michigan, 48106; 1-800-634-3304. qqq


Learning Scenarios

Opinion SurveyStudents form a question in the target language asking peopleto make a choice; survey twenty-five people and conveyresults in a visual aid.BeginningTwo 50-minute sessions1.1, 3.1Student choices of materials for visual aid presentationsIndividually

1. Students learn how to ask, “Which do you prefer?” andrespond, “I prefer....” Can be used with food, colors,clothes, music, animals, activities, etc.

2. Students form one (or more) questions in the targetlanguage; e.g., “Which do you prefer, watching TV orgoing to the movies?”or “Which do you prefer, milk ortea?”

3. Students interview at least twenty-five students andtabulate the results.

4. Students create visual aids reflecting the results; forexample, students may cut pictures out of magazines,make charts or graphs on the computer, paint or draw, etc.

5. Students present their question(s) and visual aid(s) to theclass.

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Learning Scenarios

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Paris MonumentsResearch on a Parisian monumentBeginningFive 45-minute sessions2.2Realia from various monuments (requires authentic material):informational brochures, guides, post cards, pictures, slides,anything concerning the major Parisian monuments as well asVersailles.In groups

1. Students choose their groups (no more than three pergroup).

2. Groups pick a monument to research; e.g., Eiffel Tower,l’Arc de Triomphe, Louvre, etc.

3. Each group assembles the four components to the project:a post card in French, an oral presentation, a writtenreport, and a travel brochure.

4. Students research the history and present-day significanceof the monument for a report.

5. In five French sentences, students describe their monu-ment. The class tries to guess the monument.

6. Students present an oral exposé of their monument,including the information in #4, the closest metro stop,phone number, opening hours, and entrance fees, if any.Students may use various methods to present theirmonument in an oral report; such as, video, a traditionallecture format, or a skit. Slides may be used as well asother visual aids.

7. Students also prepare a travel brochure about theirmonument listing its name, location, closest metro stop,opening hours, and fees, if any. (This information isavailable on the Internet.)

8. In addition, students design a post card written to aFrench-speaking friend telling about the monument infive French sentences.

9. The U.S. received the Statue of Liberty from the French.What statue/monument would you give to the Frenchpeople in the 21st century that would reflect the Frenchand/or U.S. culture?



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Learning Scenarios

Read All About ItStudents create a class newspaper in the target language.BeginningFive 30-minute class sessions1.1, 1.3Paper, pencils, access to copier or duplicating machine,dictionaries, staplerIndividually or in pairs

1. Pick a sufficient number of topics to allow each student tobe involved. This may be done by the teacher or in abrainstorming session with the class. Examples of topics:hottest TV shows; hottest movies; cartoons; crossword orword search puzzles; a recipe; favorite pets; favoritesports; interviews with teachers, classmates, principal;ads; etc.

2. Each student or pair of students chooses a topic for whichto be responsible.

3. Students develop and practice questions to ask people toget information.

4. Students work on the topics; e.g., conduct interviews;draw cartoons, ads; create crossword and/or word search;etc.

5. Students proofread each other’s newspaper articles.

6. All contributions are put together in a newspaper format.

7. The newspaper is duplicated and distributed to classmembers and other interested persons in the school(principal, people interviewed, etc.).



Materials needed:

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Students at the beginninglevel are able to prepare:◆ simple interviews◆ recipes, lunch menus◆ captions for photographs◆ simple cartoons◆ sports scores◆ lost-and-found reports◆ lunch menus.◆ charts, graphs, maps◆ word search puzzles

Students at the developinglevel might also include:◆ a school calendar◆ crossword puzzles◆ TV guides◆ articles; such as, fashion

reviews, who’s who in theschool

◆ horoscopes◆ want-ads

Students at the expandinglevel are able to add:◆ student-produced

editorials◆ letters to the editor◆ advice columns◆ restaurant or movie

reviews◆ poetry◆ culturally appropriate

cartoons◆ travel information

This scenario targets students at the beginning level of lan-guage development, but it can easily be adjusted to meet thelearning expectations of students at the developing or expandinglevel. For example:

Adapting this Scenario:


Learning Scenarios

Shopping forClothes

Students role-play customers and sales representatives in aclothing store.DevelopingFour to five 50-minute sessions1.1, 1.2, 2.1Authentic catalogues and advertisements, videotape ofshopping interactions, TV, VCR, props, nametags, 3”x5” cards.Pairs

1. Students learn vocabulary of clothing and use authenticmaterials—i.e., catalogues and advertisements—toenhance their learning.

2. Students learn phrases used by customers and salesrepresentatives in a clothing store, ideally through TPRactivities and role-plays.

3. Students watch videotaped segments of interactions in aclothing store. (Sources of videotapes can include com-mercially made videotapes, or teacher-produced video-tapes of higher-level students role-playing customers andsalespersons, and end products from the previous year ’sstudents.) Students use these segments to reinforce priorlearning and to become aware of the social conventionsthat are expected when shopping in a clothing store in thetarget culture.

4. In pairs, students practice following these conventionsand role-playing different situations that can happen in aclothing store; such as, wrong size, wrong color, wrongstyle, and method of payment.

5. Students role-play in a classroom-created clothing storeor, if possible, in a community clothing store in which thetarget language is used. Students act as customers andsales representatives. Native speakers, who have beencoached in this activity and understand the expected levelof student performance, also act as customers and salesrepresentatives. Every participant wears a name tag toidentify role he/she is playing.

6. After the role-play, students and native speakers use 3”x5” cards to write constructive feedback to at least twoother people with whom they had contact during the role-play. The cards are given to the teacher to disseminate.

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Learning Scenarios

SportscasterStudents listen to sports commentaries in the target languageand prepare and act-out peer-made versions.Developing; expandingTwo 50-minute sessions1.2, 1.3Prepared video segments of several sporting events, an audio-tape recorded from the video, poster paper, markers, blankaudio tapes (one for each student group), tape recorders,props for each sport, worksheets with sports pictures foridentificationIndividually, in pairs, and in large groups

1. Prepare a video comprised of segments of six differentsporting events with commentary in the target language,either from a commercial source or taped from TV (or aska native speaker to prepare a commentary on an audiotape to accompany the segments on video tape that are inEnglish).

2. Students listen to the audio portion of the commentary ofthe six sporting events without viewing the video andidentify each sport from the auditory clues..

3. In a large group, students identify key terms and differ-ences in the volume, speed, etc. of the commentator thatmight vary with the sport. These are written on a poster.

4. With the tapes available for reviewing, students work inpairs to prepare a similar (possibly simplified) commen-tary of a sporting event. Students create a written andaudio-taped script without revealing to others what sportthey are describing.

5. Confer with students to suggest ideas or changes. Aftermodifying their commentary, students trade the audio-tape/script with another pair. Students listen to the peer-prepared tape, select appropriate props, and act out thesport to the class according to the commentary while thetape plays.

6. The class responds individually (on paper) on the keywords and any confusion between the audio and theacting. The teacher reads the responses, then shares themwith the creators and actors.

7. Finally, the entire class listens to an audio tape in whichthe order of the sporting events has been changed fromthat on the video and matches pictures on the worksheetto what they hear.

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Learning Scenarios

Stock Market GameStudents simulate stock market purchases of target languagecompanies over a two-month period.DevelopingEight sessions of varying length1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 5.1Daily stock quotations and foreign currency exchange rates;prepared graphsIndividually

1. A large graph is set up on the wall to chart the weeklyexchange rates. Students take turns marking the weeklychanges on the chart.

2. Students are given 100,000 dollars, francs, marks, etc. inplay money.

3. Students select stocks from various resources—such as,foreign newspapers, stockbrokers, Internet, communityresources, etc.— and decide how much to invest in each.

4. Students set up graphs and report to the class on changesin their investments in both the foreign currency and indollars.

5. Students (on their own) check the progress of their stocks,make decisions on buying and selling, and continue tochart their activities on their own graph. Periodically, theyreport to the class on their decisions giving values in bothforeign currency and dollars.

6. At the end of two months, the student with the most stockvalue is declared the winner.

Activity summary:



How students work:


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Learning Scenarios

Structures ofRoman Entertainment

Students research one type of entertainment and the type ofbuilding used, construct a model of the building, and reenacta performance.Developing; expandingTwo weeks: two 35-minute class sessions for preparation,homework, two or three class sessions for reenactments2.2, 3.1, 3.2Research/reference sources, model building materials (likepapier-mâché)Small groups

1. Read in Latin about public entertainments (classassignment).

2. Form groups. Each group selects one of the following:a) gladiator shows; b) circus games—chariots and trackand field events; c) drama/comedies in theater.

3. Each group researches their chosen topic, answeringquestions such as:

• Who especially liked this type of entertainment?

• What type of structure was used?

• How did form fit the function of that structure?

• Are there modern counterparts/replicas of it?

• Are any ancient structures still in use? What madethem so durable?

• Who performed this type of entertainment?

• Were slaves involved as builders or performers?

4. Each group builds a model of the chosen structure andpresents it to the class.

5. Each group reenacts a performance of their chosen event.

Note: The use of Latin language in steps 3, 4, and 5 will dependon the ability of the participants.

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Activity summary:



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Learning Scenarios

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SummertimeStudents write a letter to the teacher during the summerdescribing what they have done and will be doing.DevelopingTwo class periods1.1, 1.2, 1.3, 5.1Paper, envelope, stampIndividually and in groups

1. On the last day of school, students receive an envelopeaddressed to the teacher with instructions to write a letterto the teacher during the summer describing what theyhave done and will do while on vacation. The teacherpromises to send a postcard while traveling if the letter isreceived before teacher’s departure date or the teacherwill respond if the letter is received before the first day ofschool. This becomes each student’s first grade of the nextschool year.

2. The teacher responds to the students’ letters in the targetlanguage and gives the students instructions aboutsomething to bring or do for the first day of class.

3. The teacher uses information in the letters from thestudents to make questions for the students to answerwhich will require everyone to read all of the letters; forexample: Who went to Disneyworld this summer? Whatdid Laura buy at the Mall of America? Each studentreceives a copy of the questions.

4. The original summer letters from the students are tapedon the classroom walls so students can read them easily.(Note: no corrections are made on the posted letters.)

5. The letters remain posted for about a week to createinterest among other classes and so that students can readthem and ask questions informally.

6. Use the activity as a starting point to discuss summeractivities. Classmates can express surprise, envy, etc., andshare stories.

Activity summary:



How students work:



Learning Scenarios

TelevisionCommercials

Using information acquired from a unit on television advertis-ing in the target language, students create their own televisioncommercial.DevelopingFive 50-minute sessions1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.1Camcorder (video), examples of commercials from targetculture, VCR., TV, props.In small groups and entire class

1. As part of a unit on television advertising in the targetlanguage, students view a number of television commer-cials from the target culture. Students analyze thesecommercials in terms of the products being sold, thetechniques used to sell the products, and the way inwhich the target language is used. Students then compareand contrast commercials in the U.S. with commercialsfrom the target culture.

2. Divide students into groups of two or three. Tell studentsthey will be making a commercial in which they willpromote a product popular with American teenagers inthe target culture.

3. Student choose a product that they would like to promoteand obtain approval from the teacher.

4. Using the information obtained from their advertisingunit, students create a commercial that would effectivelypromote their product in the target culture.

5. Students create an outline and then develop the outlineinto the commercial, which should be approximately sixtyseconds in length.

6. Give students sufficient practice time in class beforevideotaping takes place.

7. After videotaping, the class views each commercial andvotes on the commercials in a number of different catego-ries; such as, best, funniest, most original, and mostpersuasive.

Activity summary:



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Learning Scenarios

Till We MeetAgain!

Students read several related folk tales and createoriginal ones.ExpandingTen or more 35-minute sessions1.2, 1.3Copies of folk talesClass, individually, and in small groups

1. In German class, read three or more stories about TillEulenspiegel. The teacher reads the story to the studentsand then asks basic questions to check comprehension.

2. Students get copies of stories and reread them in smallgroups for some details.

3. Individually, students write summaries in the targetlanguage of each story and then trade with anotherstudent to proofread.

4. Do worksheets: a) put sentences from teacher’s summaryin correct sequence; b) fill in blanks in teacher’s summary.

5. As a class, discuss the personality of the main character.Project how he would act and what jokes he would playon people at the students’ own school.

6. Students write original stories about Till at school usingword-processing on computers. Stories are proof-read,corrected, and assembled into packets of all stories foreach student.

Activity summary:



How students work:


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Learning Scenarios

A Visit to theGrocery Store

Students visit a local market to do a project using signs inSpanish of fruits and vegetables.Beginning to expanding depending on the questions usedForty-five minutes to one hour1.1, 3.1, 4.2 5.1A store with signs in a target language or pictures of items inthe languageIndividually or in pairs

1. Students study vocabulary for various fruits andvegetables in class.

2. Students visit a grocery store during class.

3. Give students a list of questions in the target languagethat can be answered by using the signs in the store.

• Sample questions: What is the difference betweenmelón and melón dulce (cantaloupe and honey dew)?What does “madura” mean in “piña madura”? Whichcosts more, frambuesas or fresas? How is sandia sold(whole, half)? What is another word for “maiz”?

• Some questions are answered in English and others inSpanish. Some questions may ask about fruits andvegetables that they haven’t studied before.

• Make different lists by arranging the questions indifferent order so that students are not all in the samepart of the store at the same time.

4. Students return to class and discuss the experience—whatthey learned, what was new, and new foods they wereable to sample; for example, jicama, papaya, mango, tuna(prickly pear), coconut, and granada (pomegranate).

5. Give students a list of six items. Students write the pricein English and then convert the cost to pesos.

Activity summary:



How students work:


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Learning Scenarios

WhodunitStudents create and take part in a mystery story.DevelopingTwo or three 50-minute sessions1.1, 1.2, 1.3Poster paper and markersIn groups

1. Divide students into groups of six or more.

2. Each group creates its own mystery story idea; forexample, the murder of a fictional character, or the theft ofa diamond or painting.

3. Each group comes to consensus about the crime scene(where and when), the weapon, and any other relevantinformation to use in its presentation to the class.

4. The group can organize its thoughts on a poster showingthe crime scene, the weapon, and any other relevantinformation to use in its presentation to the class.

5. Each student in a group assumes the role of a character inthe story. Together, the group determines what relation-ships may exist among the characters. Make name tags forthe characters/relationships; for example: Mrs. Dubois,the widow of the victim.

6. Each character determines his/her own alibi, personalitytraits, etc. The student may want to put this informationon a note card for reference.

7. The “guilty” person cannot tell any lies about his/herwhereabouts or motive for the crime, but he/she is notobliged to admit to the crime.

8. To make it more interesting, some of the “not-guilty”characters should also have possible motives and ques-tionable actions or statements.

9. The group presents their mystery to the class using theposter to explain relevant details of the crime and tointroduce the characters. The characters may dress incostume to better play their roles.

10. Members of the class may ask the characters questions totry to determine “whodunit.” They may not ask a charac-ter if he/she is guilty; only details concerning time, place,motive, opportunity, relationships, etc., may be asked.





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Learning Scenarios

11. After ten minutes of questioning from the class, theteacher, acting as detective, should ask for a vote todetermine who the class thinks is guilty.

12. The teacher/detective encourages a couple of students totell why they voted the way they did.

13. Finally, the guilty character must step forward andproclaim his/her guilt and explain the motive for thecrime.

14. Congratulations or recognition is given to those studentswho figured out whodunit.

15. Each of the other groups presents in turn.

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planned progressive transition from one level to the nexthigher level

an on-going evaluation by a teacher to determine how alearner is progressing, often for the purpose of makingdecisions about what instruction is needed by the learner

auditorially- or visually-perceived linguistic and situationalcues which aid the derivation of meaning

those which originate in the same language and culture asthat being studied, taught

an arbitrarily defined phase of development in the long-termprocess of acquiring a language

those classroom procedures which have been shown to bemost effective in the achieving of desired (defined) outcomes

a nucleus of trained personnel around which a larger organi-zation can be built and trained (The American HeritageDictionary of the English Language, 1976)

using alternate (roundabout) words and phrases to conveymeaning or express an idea

the forms of Latin and Greek used in ancient Greek and Latinliterature

words in different languages derived from the same root

an increase in the ability to learn and to associate/analyzeinformation

students engage in communicative activities with the teacherand each other in a cooperative atmosphere

teacher facilitation of written and conversational exchangesin which students express personal ideas or meaningfulinformation in real or simulated situations

Glossary

articulated

assessment

aural/ visual/ context clues

authentic documents/materials/sources

beginning/developing/expanding stage of

development

best practices

cadre

circumlocution

classical languages

cognates

cognitive boost

collaborative learning

communication-basedinstruction


Glossary

communicative acquisition

connections

constructivism

content-related foreignlanguage

contextualized material

cooperative learning

critical thinking

cultural allusions

cultural perspectives

descriptors

developmentally appropriate

exploratory foreign languageprogram

expressive forms

foreign language education

foreign language learning

learning the elements and forms of a language through thefunctional use of that language, as opposed to formal study ofits grammar

opportunities or means for learners to experience directly

learning as a constructive process in which knowledgestructures are continually changed to assimilate and accom-modate new information

classes such as history, math, geography, in which a foreignlanguage is employed and learned in combination withdelivery of the core subject matter (content)

material presented in a situational context; visually-organizedcues

a small group process in which students work together toachieve group goals and further their own learning

thinking which is characterized by careful and exactevaluation and judgment

references to information regarding the target culture, itspeople, and their way of life

societal viewpoints; i.e., those ideas, attitudes, beliefs, opin-ions, shared by a given society

words of description; verbal cues

consistent with the learner’s stage of cognitive development

a curricular program which allows students to sample one ormore foreign languages

see: forms of culture, expressive

foreign language teacher preparation

the perception, acquisition, organization, and storage oflinguistic forms and cultural meanings of a language otherthan the learner’s native language


Glossary

forms of culture, expressive

forms of culture, utilitarian

frameworks

functional proficiency

global

goals

grammar-based foreignlanguage instruction

idiom

immersion programs

interdisciplinary

internalization

language acquisition

learning styles

formal representations of a culture as expressed through, forexample, literature, art, music, drama, dance, speech, ritual

customary interactive behaviors and organizational patternswhich make up and facilitate “everyday way of life” in asociety

a document which defines, supports, and sets parameters forthe key ideas, concepts, and practices of curriculum andinstructional design, development, and implementation

refers to the ability to communicate at some level (0 = noviceto 5 = native) as measured on the Foreign Service Institute(FSI) Scale

an all-inclusive world concept; worldwide; implies thatlanguage and cultural study are essential for effective worldcitizenship

the purposes, aims, or ends to which an endeavor is directed

a deductive method of instruction based upon the analysisand learning of rules of grammar, together with bilingual listsof vocabulary to be applied in decoding reading passages

a speech form that is peculiar to itself within the usage of agiven language (The American Heritage Dictionary of the EnglishLanguage, 1971)

foreign language classes taught entirely in the target languageand without reference to the native language (English)

connecting selected linguistic and cultural facets of a foreignlanguage to related aspects of other disciplines or subjectareas in the curriculum

the organization of information in long-term memory so thatit is accessible as background material to be used (reorga-nized) as needed

a subconscious process similar, if not identical, to the waychildren develop ability in their native language (Omaggio, p. 29)

preferred modes of learning—e.g., visual, auditory; varioussystems of classification exist


Glossary

learning scenario

less-frequently taughtlanguage

lexicon

master teachers

modalities

multilingual

overarching

partial immersion

perspectives of the targetculture

pilot schools

proficiency

proficiency guidelines

progress indicators

reflection journal

role-play

activities designed for the student to demonstrate progresslevels in regard to specified objectives

a language other than those most commonly taught in thepublic schools; e.g., Chinese, Japanese, Russian, etc.

vocabulary

a nucleus of trained teachers capable of training others invaried teacher-development opportunities

modes of communication encompassing listening, speaking,reading, writing

able to communicate in more than one language

extending over, above, encompassing

judicious use of the native language in an otherwise totalimmersion foreign language learning setting

interpretations of a culture as generally articulated by nativespeakers of that society or as inferred in its documents

selected Nebraska schools which use action research as a toolto evaluate the implementation of the Nebraska K-12 ForeignLanguage Frameworks

communicative ability in all forms of language and culturalinteraction

a hierarchy of overall (general) characterizations of integratedperformance in speaking, listening, reading and writingadopted and published by ACTFL in 1986, and which pro-vides a generic description of each level contained therein

detailed statements which describe what students should beable to do to achieve a specific goal or standard

personal writing about an event or situation; the studentremembers, thinks about, and records opinions, feelings,impressions as recalled

to imagine oneself as a specified person in a given situationand act (speak) the part as though one were that person


Glossary

scenarios

sociogeographic

standard

storyboard

syntax

synthesize

systematic change

target cultures

target language

TPR

transescent

utilitarian forms

Venn diagram

word webbing

individual and interactive classroom activities designed tohelp students achieve specific goals and meet set standards

both social and geographic; a perspective which considersgeography together with human interactive influences

expected level of accomplishment; norm

a visual display or manipulative used to illustrate or tell astory

the branch of grammar dealing with forming phrases, clauses,sentences

to combine so as to create a new product, idea, utterance,outcome

planned modification, alteration, to take place over or withina specified time

societies represented by native speakers of the targetlanguages studied

the foreign language elected by the learner

Total Physical Response; a method used by James J. Asherbased upon an initial period of listening and utilization ofcommands which students follow to show comprehension

middle school student; pre- or early adolescent

see: forms of culture, utilitarian

two intersecting circles used to illustrate separate but relatedconcepts; the inner part formed by the intersection representssimilarities; the outer parts represent differences

a composite graphic device in which a central concept (wordor phrase) appears in a circle centered on the page; aroundthat, spokes of additional circles are identified and added,delineating various features of the main idea (concept)

qqq


References

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Nebraska K-12 Foreign Language Frameworks B1

Appendix BIssues Papers

As our society continues to become more globally aware, thepercentage of students entering foreign/second languageclassrooms has dramatically increased. No longer is theforeign language classroom reserved for the gifted studentonly. Instead, all students are being encouraged to studyforeign/second languages in order to participate linguisticallyand culturally in the global marketplace. There is also adiversity in our classrooms that has not been there previously.Students come to us with differences in the ways in whichthey learn and with their own cultural differences.

It is incumbent, then, upon those who are teaching toincorporate instructional strategies that address the needs ofall the students in the classroom and that offer various pathsto successful language learning. The diversity of the studentpopulation in our classrooms demands a diversity in the wayswe teach these students. Teachers must understand thedifference between language acquisition and languagelearning and use both concepts to help students gain profi-ciency in their new language(s). The use of tried-and-truestrategies such as TESA and Cooperative Learning should bemajor factors in instructional planning. The focus must shiftfrom the teacher-centered to a student-centered classroom inwhich the students are involved and feel comfortable as theywork with their new language and culture. Students must beinvolved in the learning. They must be exposed frequently toauthentic materials so that the real use and need of the targetlanguage is constantly emphasized. Students should also beinvolved in and made aware of the interdisciplinary connec-tions as they grow in their mastery of the language. Teachersand students need to incorporate technology into both theteaching and the learning process.

Finally, just as teaching strategies and activities need tochange to adjust to the full range of students in the foreignlanguage classroom, so also assessment, both formal andinformal, must reflect the way students are taught. All stu-dents can learn. It is only a matter of finding the key(s) toopen the door of language learning. When the door opens,students are able to experience all the joys of discovering,experiencing, and enjoying other cultures and peoples.Through that doorway they can look beyond their ownborders and truly participate in the global community andmarketplace that await them.

Effective Instructionin the Teaching ofSecond Languages

Sharon M. Watts,Omaha Public Schools

Abstract:

A copy of the entire issues paper and supportingbibliography may be obtained from the NebraskaForeign Language Frameworks Project, NebraskaDepartment of Education, PO Box 94987, Lincoln,NE 68509-4987; phone: 402/471-4331;email: [email protected].

B 2 Challenge for a New Era

Appendix B--Issues Papers

Curriculum provides options for learning. Different levels ofability, development, and learning characteristics and styles ofindividual learners are expected, accepted, and used to designcurriculum and are considered when making curriculumdecisions. Curriculum’s ultimate design should be to developyoungsters’ self-esteem, sense of competence, and positivefeelings toward lifelong learning (Bredekamp, 1986).

Curriculum, the “what” of school, strongly determineslearner success in acquiring a second language. Curricularcommunication among educators at all levels requires thewillingness to compromise, to plan solid goals and objectives,and to constantly monitor progress at all levels as the key toachieving an articulated K-12 curriculum. Assessment alwaysshould be planned in tandem with curriculum in order tosuccessfully measure learning and ensure smooth transitionsbetween levels of learning.

The hallmark of a well-articulated, sequenced, andspiraled program is the focus on communicative acquisition.Guided by the framework of the national standards whichgive teachers a point of departure for learning and languageobjectives and of the ACTFL Proficiency Guidelines whichidentify levels of measurable proficiency, reasonable languageoutcomes can be determined. Based on these outcomes,communicative competence establishes the language learneras the real communicator within a highly interactive learningenvironment (Moeller, 1994).

If the major goal of a foreign language program is todevelop in the student an ability to use the language function-ally, then the curriculum reflects that same orientation. Thecurriculum presents the language as it is used authentically.Thus, to attain that end, curriculum must identify the ways inwhich the students may expect to use the language (thefunctions) in situations (the content/context) by incorporatingthe grammar and lexicon that are necessary to carry out thefunctions in the various context while maintaining the cul-tural authenticity of the language and its uses (Medley, 1987).Successful language learning activities are organized accord-ing to a communicative syllabus rather than a grammaticalsyllabus—grammar should not be the object of instruction forits own sake. A multicultural perspective, technology, andcontent connections systematically promote and developindependent learners who take responsibility for theirown learning.

Abstract:

The K-12Foreign LanguageCurriculum

L. Susan Smith,Lincoln Public Schools

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Issues Papers--Appendix B

Foreign language proficiency outcomes are directly propor-tional to the amount of time spent in meaningful communica-tion (Met & Rhodes, 1990). Like other parts of the “corecurriculum,” foreign language education should begin at theelementary level thus giving the opportunity and resource toall students at a time when multilingualism is acknowledgedas a survival skill of the 21st century (A Nation At Risk, 1983;Strength Through Wisdom Report, 1979; Critical Needs inInternational Education: Recommendations for Action, 1983;College Board, 1981). Studies indicate that early second-language study promotes heightened awareness of the child’sfirst language and increases other communication skills suchas reading in the first language (Kindig, 1981; Lipton, 1976).Elementary foreign language programs also demonstratepositive and reciprocal effects on the child’s social skills andlevel of global awareness.

Upon establishing a vision for the K-4 program, theremust be a clear understanding of the kinds of instructionalformats that currently exist. Each format has its own capacityto achieve certain proficiency outcomes. As educators, stu-dents, and communities in Nebraska come together to estab-lish new programs, this information can allow them to make amore realistic match between their vision, available resources,and the expected outcomes of the program’s format.

Like middle and high school students, elementaryschool learners bring their own profiles of strengths andliabilities to the learning environment. The ideal K-4 programmust reflect the kinds of expectations that are congruent withthe cognitive, physiological, and social characteristics of eachchild. The five goals of the National Standards on ForeignLanguage Learning (NSFLL) offer a scaffolding from which todesign the ideal classroom. Educators can create outcomesfrom these goals that are based on the best practices andresearch about successful learner-centered environments.

Foreign language instruction at the elementary levelrepresents the optimum starting point for the nationwidemovement to prepare students for communicative acquisition.The NSFLL recognizes the elementary strand as part of a well-articulated sequence of instruction for the future direction offoreign language education. Ideally, the K-4 programs will laythe foundation for functional proficiency and positive culturalconnections. Referencing what the K-4 learner should knowand be able to do with the goals of the Standards will initiatethe student’s journey as a life-long learner and a citizen ofthe world.

Abstract:

What K-4 StudentsAre ExpectedTo Know And DoIn Foreign Language

Karen Bowley,Arnold Elementary School,Lincoln, Nebraska

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The middle-level foreign language classroom can be an oasisin the early adolescent’s school life when the activities meetthe developmental characteristics of the early adolescent. Theemphasis on positive effect in the foreign language classroomcan have a profound impact on the middle school student’sself-concept, thus contributing to the overall development ofhis/her identity and need to become part of a special group.Indeed, the group of individual students who pursue theacquisition of a second language at the middle level gain aunique perspective on their personal world and on skillsrelated to communication in the world around them.

The middle school philosophy is congruent withcurrent methods and strategies espoused by second-languageacquisition experts who also emphasize the need for continu-ity in programs as students make transitions from grade levelto grade level. Most middle-level programs in Nebraska areexploratory in nature and do not demonstrate an articulatedsequence that bridges elementary and high school learning.The Foreign Language Exploration (FLEX) which is prevalentamong Nebraska middle level and junior high schools ideallyshould make interdisciplinary connections for students to bestconceptualize their learning.

A primary goal of a foreign language program is thatstudents will continually increase their ability to communicatein the target language and ultimately acquire proficiency inthat language. Thus, second language teaching methods andstrategies must be considered when defining what the middleschool student should know and be able to do in a foreignlanguage because such methods and strategies for instructionare the critical link in fostering students’ abilities to exchange,obtain, and process information in their second language.

In addition to basic communicative skills, middle-level students need the opportunity to explore and examinecultures other than their own in the context of themulticultural society in which they live. By gaining a broadermulticultural perspective, students will gain insights intotheir own language and culture through comparison/contrastof similarities. By making specific connections across thecurriculum, meaningful context makes learning substantive.The goals and strategies for the middle-level learner representone point on the continuum of a student’s educational pursuitof acquiring a second language.

Abstract:

What 5-8th GradeStudents areExpected toKnow and Do InForeign Language

Amy C. VanderslicePound Middle School,Lincoln, Nebraska

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The high school is a final, yet integral part of students’ publicschool experiences. It is at this crossroads that many studentsmake life decisions and form life values. High school foreignlanguage education prepares students to interact with peoplefrom culturally diverse backgrounds and provides studentswith skills necessary to communicate in a globally awaresociety. As technology and expanding markets continue toimprove connections between a more culturally diverseNebraska and the world, the relevance and immediacy offoreign language education in Nebraska becomes increasinglyevident. Foreign language education is an admission require-ment into post-secondary institutions and a preferential areaof training of many regional employers.

“Adolescence is not a time of rebellion, crisis, pathology,and deviance. A far more accurate vision of adolescence is of atime of evaluation, a time of decision making, a time ofcommitment, a time of carving out a place in the world”(Santrock, 1990, p.8). The adolescent undergoes many changesthat often are categorized as biological, emotional/social, andcognitive. Adolescents display the following cognitive behav-iors: 1) increased abstract thought; 2) metacognition; 3)reasoning; 4) increased ability to write and understandwritten products; and 5) improvement in socio-linguistic skills(Fischer & Lazerson, 1984; Santrock, 1990). High schoolforeign language education capitalizes on these cognitiveaspects of adolescence. Foreign language education encour-ages exploration of global societies and helps students becomemore aware of their own language and culture. Students alsorefine their communication skills and their ability to conversein socially appropriate ways through high school foreignlanguage courses. Foreign language education also serves as amedium to study and discuss issues relevant to adolescents;such as, dating, school atmosphere, future planning and peerand family relationships.

Given the many reasons to pursue high school foreignlanguage study—and the developmental needs of adoles-cents—it is paramount that foreign language assessmentsreflect a variety of language uses and the interests of ourstudents. In recent years, foreign language education hassought to facilitate communication through a proficiency-oriented approach that is based on the integration of context/topical knowledge, function/skill use, and accuracy. Instruc-tional methods have reflected this approach, and curricularmodifications continue to be made. The area which has beenleast responsive to the proficiency-oriented approach isassessment (Valette, 1994).

Abstract:

What 9-12th GradeStudents AreExpected ToKnow And Do InForeign Language

Erin SassLincoln Southeast High School,Lincoln, Nebraska

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Although an increasing number of assessments reflectthe precepts of proficiency, the majority of summative toolscontinue to measure discrete-point grammar via pen-and-paper tests. Theorists (Bartz and Strasheim, 1986; Clementiand Sandrock, 1994; Eisner, 1993; Wiggins, 1994) and students(Costello, Haszard, Podraza, and Seim, 1994) argue that morevaried assessments need to be implemented. This dissonancebetween what is taught and what and how it is tested leads toa lack of credibility of communicative goals, due to theirabsence in summative assessments (Valette, 1994). It is clear,then, that assessment needs—in context, content, andmethod—to reflect the desired student learnings.

qqqA copy of the entire issues paper and supportingbibliography may be obtained from the NebraskaForeign Language Frameworks Project, NebraskaDepartment of Education, PO Box 94987, Lincoln,NE 68509-4987; phone: 402/471-4331;email: [email protected].

Abstract: What 9-12th Grade Students Are Expected to Know and Do in Foreign Language, continued...



The focus of second-language instruction over the pastfifteeen years has been centered on communicative compe-tence. This has resulted in a variety of definitions of theconcept. This paper looks at communication in second lan-guages in terms of the four elements of communication: real-life intercourse, speech, written language, and culture. Bylooking at these four elements of language, we get a betterunderstanding of the purpose of language.

The paper then turns to language acquisition—both L1and L2 and generative language models--to discuss how formis connected to meaning and how the elements of language ascommunication are responsible for that meaning. The conceptof implicit structural knowledge is discussed as is the idea ofunderdetermination, or the ability of children to learn morethan that to which they have been exposed.

From generative theories, the paper moves to thepractical application of these theories by discussing amethod—whole language—and second by discussing means.A case for whole-language instruction in the L2 classroom ismade as the best way that we presently know to presentlanguage in its wholeness. Language appears to be learned inGestalts, and whole-language models permit learners in alearning-centered model to learn language from the whole tothe parts instead of learning it as a construction.

Finally, a non-mechanistic approach to planning teach-ing is discussed. In preparing lessons using whole languagetenets, the framework of the story form is discussed as a wayto present information permitting students to make meaning-ful connections. The story form is discussed as a very fruitfulway to develop whole-language instruction in any classroom.

A sample ESL lesson is given at the end of the paper. Bysimply changing the language of instruction to a differenttarget language, foreign language teachers will be able to seehow the principles in this paper can be used to develop aclassroom unit.

Abstract:

GenerativeLanguage Researchand Whole Language:Theory to Practice

Jerald L. FoxUniversity of Nebraska atKearney

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The purpose of this paper is to look forward to the method-ologies of the future. The advances in both research andtechnology compel us to anticipate some of tomorrow’sdemands in order to imagine and develop the methodologiesto be used by those instructors working to implement the fivegoals of the national Standards for Foreign Language Learning:Preparing for the 21st Century, April, 1995, Draft:

◆ Communicate in languages other than English

◆ Gain knowledge and understanding of others’cultures

◆ Connect with other disciplines and access newinformation

◆ Develop insight into own language and culture

◆ Participate in multilingual communities and globalsociety

The emphasis on communication will lead us to shift themore mechanical aspects of language learning to a redesignedlanguage lab. The knowledge of other cultures will come notonly from textbooks but from increased exposure to authenticmaterials coming through diversified sources; such as, videos,videodiscs, CD-ROMs and the Internet. New models forcultural training will be borrowed from such disciplines asanthropology and psychology. Cultural analysis will replaceend-of-chapter culture notes in order to develop insight firstinto one’s own language and culture and second into thelanguage and culture of others. Students will then be betterequipped to participate in our global society. A level ofachievement clearly measured against a widely recognizedscale will afford our students greater opportunities foremployment.

Methodologies forTomorrow

Nicole SmithUniversity of Nebraska-Lincoln

Abstract:

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A distinction must be made at the onset regarding the terms“teacher education” and “teacher development.” Edge (1988)defines teacher education or training as something that can bepresented or managed by others, whereas development issomething that can be done only by and for oneself. Thisimportant distinction has strong implications for the nature ofteacher education and the nature of teaching itself. It determinesthe nature of the techniques and approaches used in the teacher-education process. A brief description of several models ofteacher education provides a knowledge base for understandingthe evolution from “teacher education” to “teacher develop-ment.” According to Wallace (1991), there are currentlythree␣major models of pr ofessional education: the craft model,the applied science model, and the reflective model. The “reflec-tive” model is a compromise solution which gives credence toboth experience and to the scientific basis of the profession.

A professional teacher must have “the ability to reflect,analyze critically, select the tools and materials of teaching, andevaluate the products and performance of the learner” (Schrier &Hammadou, 1994, p.␣220). The National Boar d for ProfessionalTeaching Standards proposed the following themes for improv-ing teacher competence: (a)␣commitment to student learning;(b)␣knowledge of subject matter and pedagogy; (c)␣r esponsibilityfor managing and assessing student learning; (d)␣r eflection andflexibility; and (e)␣commitment to life-long learning.

The American Association of Teachers of German basedits standards on these five␣themes in developing their Pr ofes-sional Standards for Teachers of German. An examination of thefive␣standar ds and the implications for teacher pre-servicepreparation as prepared by the American Association of Teacherscan serve as a mirror for teacher education and colleges bywhich to evaluate their programs. Called for are a variety of fieldexperiences, substantial requirements for oral proficiency,elaborated methods courses, and expanded views of issuesfacing the profession of teaching (p.␣18).

Researchers and scholars have underscored the impor-tance of the subject-matter-specific pedagogical knowledgecourse, often termed “methods.” Shulman states that it is “theparticular form of content knowledge that embodies the aspectsof content most germane to its teachability” (p.␣9). The pedagogi-cal dimension of subject-matter knowledge recognizes thedifference between “subject matter knowledge needed forteaching” and the “knowledge of subject matter needed by anexpert” in a field (Shulman, 1986). The key feature of teachers’understanding that differs from that of other experts is theability to make their knowledge accessible to students. The trueemphasis of any educational program should be the student.Each should maximize student benefits by providing thecontinuity necessary to ensure that the students receive a qualityeducation which will permit them to functionally use the secondlanguage as a life skill for the 21st Century.

Abstract:Teacher Development:A Life-LongLearning Model

Aleidine J. MoellerUniversity of Nebraska-Lincoln

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Note

The Foreign Language Frameworks sections on:

• Assessments

• Curriculum Planning

• Strategies for Diverse Learners

• Teacher Preparation Guidelines

are available separately from this document.

To download these sections, please return to the Foreign Language Frameworkspage at the Nebraska Department of Education website:

www.nde.state.ne.us/FORLG/frameworks/frameworksmain.htm

nebraska k-12 foreign language frameworks nebraska k-12 foreign language frameworks identifies...

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