Randolph Township School District Ensures That the District’S Curriculum and Instruction Are Aligned to the State’S Standards

Randolph Township Schools Randolph High School

World Language I Curriculum (American Sign Language, Chinese, French, Spanish)

“The limits of my language means the limits of my world.” -Ludwig Wittgenstein

World Language Department Paula Paredes-Corbel, Supervisor

Curriculum Committee Bonnie Baumert Annie Ferrat Carmela Ferrentino Luscinda Lane Lei Huang David Gunness

Curriculum Developed: June 2016 Revised July 2017 Revised July 2018

Date of Board Approval: September 4, 2018

Randolph Township Schools Department of World Languages World Language I

Table of Contents

Section Page(s)

Mission and Affirmative Action Compliance Statements – District 2

Educational Goals – District 3

Introduction 4

Curriculum Pacing Chart 5

APPENDIX A (ACTFL Proficiency Guidelines) 29

APPENDIX B (NCSSFL-ACTFL Can Do Statements) 30

APPENDIX C (The Five C’s – National Standards in WL) 37

APPENDIX D (Suggested Assessments) 38

APPENDIX E (Resources) 39

Randolph Township Schools

Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system.

We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth

Randolph Township Schools Department of World Languages World Language I

Introduction

“All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities” (New Jersey World Language Standards).

The Randolph Department of World Languages believes that the acquisition of a second language is an indispensable attribute of an educated person. We offer a multifaceted, comprehensive language program. The goal of the World Language department is to develop students’ communicative skills with grammar and vocabulary being taught in context rather than in isolation. In order to enrich and broaden students’ communicative skills, instruction will not be limited to the written curriculum, but student needs and inquiry will be addressed on an ongoing basis. The curriculum encompasses interpersonal, interpretive, and presentational communication while emphasizing the interrelationship between the language and its respective culture. Moreover, multiple language acquisition enables the individual to reflect upon and gain insight into the student's own language and culture.

World Language I introduces the student to basic pronunciation/hand formation, vocabulary/signs, grammar and culture. Each unit introduces new language and vocabulary in a situational context. Grammar concepts will be taught in context through listening, speaking, reading and writing activities in the target language. The World Language I Curriculum presents students with the opportunity to explore the topics of Getting Started, Student Life, Family Life, Active Lifestyles and Celebrations. Through this exploration, students will gain knowledge of the target language environment and become more culturally and linguistically proficient. Students in World Language I are at the Novice-Low to Novice-Mid proficiency levels in American Sign Language, Chinese, French and/or Spanish. American Sign Language, the language of the deaf, unlike Chinese, French or Spanish is not a spoken or written language. Students of ASL show understanding of videos and teacher signing (receptive skills) as opposed to Chinese, French, and Spanish where students show understanding of spoken and written text (interpretive skills). American Sign Language is presented with minimal to no voice.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart World Language I

SUGGESTED TIME UNIT NUMBER CONTENT - UNIT OF STUDY ALLOTMENT 10 weeks I Getting started 6 weeks II Student Life 6 weeks III Family Life 7 weeks IV Celebrations 7 weeks V Active Lifestyles (ASL, French, and Spanish only)

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I UNIT I: Getting Started

STANDARDS / GOALS: ESSENTIAL QUESTIONS The Novice-Mid language learner understands ENDURING UNDERSTANDINGS and communicates at the word level and can independently identify and recognize memorized words and phrases that bring Introductions and small talk are based on context as well as • How can I gather and exchange information meaning to text. content. Culturally appropriate gestures and expressions aid in about myself and others in culturally acceptable communication. ways with limited communication abilities? Interpersonal How one communicates is based on whom the speaker is • 7.1.NM.B.2 Give and follow simple oral and How do I convey personal information written directions, commands, and requests addressing and the environment in which the conversation courteously? when participating in age-appropriate classroom takes place. and cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and KNOWLEDGE SKILLS intonation of the target culture(s)/language during greetings, leave-takings, and daily Students will know: Students will be able to: interactions.

7.1.NM.B.5 Exchange information using words, Acceptable ways to address people in a formal and informal Greet friends and new acquaintances. phrases, and short sentences practiced in class manner. on familiar topics. Common expressions of introducing oneself by name. Introduce themselves and others. Interpretive 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in In the Deaf culture, the appropriate way to get someone’s Get someone’s attention in a culturally appropriate culturally authentic materials using electronic attention is to tap on something, tap someone’s shoulder, or look way. information and other sources related to at the person. (ASL) targeted themes.

7.1.NM.A.3 Recognize a few common gestures The way in which people greet each other is determined by their Compare and contrast culturally acceptable greetings and cultural practices associated with the target culture as well as other factors such as age, social position, in the U.S. as compared to target cultures. culture(s). gender, etc. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and When asking wh-word questions, lower eyebrows, lean head Participate in basic conversations with people they level-appropriate, culturally authentic materials on familiar topics. forward slightly and hold the last sign until the listener begins to just met. answer. The last sign is the wh-word. (ASL) Presentational 7.1.NM.C.1 Use basic information at the word Wh-questions are what, who, where, why and when. (ASL) Understand simple introductions and respond and memorized-phrase level to create a multimedia-rich presentation on targeted themes appropriately. 6 to be shared virtually with a target language Recognize polite expressions. audience.

7.1.NM.C.3 Copy/write words, phrases, or Recognize ways people introduce each other. simple guided texts on familiar topics. The culture of voice “Off” signifies that students do not use their Have an understanding of and acclimate to a “voice- 7.1.NM.C.4 Present information from age- and voices in a signing environment. (ASL) off” signing environment. (ASL) level-appropriate, culturally authentic materials orally or in writing. It is seen as inconsiderate to speak in a Deaf environment if one Understand basic differences in courtesy in a hearing 7.1.NM.C.5 Name and label tangible cultural knows how to sign. (ASL) environment versus a Deaf environment. products and imitate cultural practices from the target culture(s). Deaf (capital D) represents people who are members of the Deaf Understand the difference between Deaf (big D) and

Community and use American Sign Language as their main or deaf (little D). Technology Standards: preferred means of communication. Deaf (lower case d) refers to 8.1.2.A.2 Create a document using a word people with any degree of hearing loss. Identification with either processing application. group is an individual’s personal choice.

8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or mobile The alphabet in the target language. (French, Spanish, ASL) Recognize the letters in the alphabet. (French, device. Spanish, ASL)

8.1.P.C.1 Collaborate with peers by When fingerspelling, it is necessary to keep hands in the Spell their names and known vocabulary words using participating in interactive digital games or activities. “sightline”, the visual space between the signer’s face and the the target language alphabet. (French, Spanish, ASL) listener’s face. (ASL) 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. One strategy to help in reading someone’s fingerspelling is to Fingerspell their name and some classmates’ names. catch the first few and last letters and use context to guess the (ASL)

word being spelled. (ASL) Introduce themselves to others fingerspelling their names. (ASL)

Manually spell words that are signed to them. (ASL)

Fingerspell words they are given. (ASL)

Common pinyin, tones and basic strokes in Chinese. Recognize pinyin and basic strokes. (Chinese)

Tones in Chinese are an essential part of pronunciation. They Listen to and duplicate the pronunciation of four are used to distinguish words from each other. tones in Chinese.

Pinyin is the Romanization of Chinese. It aids students to Spell their names and known vocabulary words using understand the pronunciation of Chinese characters. Pinyin pinyin. (Chinese) 7 means “spelled sound”.

Strokes are line patterns that are combined to write out Chinese Practice how to write basic strokes. (Chinese) characters.

Chinese can be pictographic characters and ideograms. Basic Recognize basic Chinese characters that are Chinese characters that are pictographic such as 日，月，人， pictographic. 山，木 (sun, moon, person, mountain, tree)

Instructions and commands relating to actions in the classroom Follow classroom instructions. (i.e. Open your book, Stand up, Sit down…).

Useful classroom expressions (e.g. may I go to the bathroom) Express needs using common classroom expressions.

Number vocabulary/signs appropriate for the unit. Give and receive personal information using numbers, such as phone number and age. When giving phone numbers, the first three numbers are grouped into a 1-2 digit patterns (i.e. 973- is 9-73) and the last Solve basic math problems. four into a 2-2 pattern with pauses in between. (ASL)

Vocabulary pertaining to days and months. Express days of the week, month, year and dates.

Vocabulary/signs, hand positions and expressions related to Recognize phrases related to telling time. time.

Adjectives and other descriptive words or signs. Say who someone is and indicate where he/she is from. In ASL, when identifying another person, it is important to remember to give a brief description, state their gender, point Describe themselves, other people, and objects. out the person and glance at them and then nod affirmation to the listener when they understand. Match a description they hear/see in the target language with a picture of that person.

Correct handshape is important. Mixing up the handshapes for Write/sign a brief description of themselves or personal and possessive pronouns can cause confusion. (ASL) someone else.

Show possession.

Vocabulary and signs related to professions and occupations. Talk about professions and occupations.

Question vocabulary and format in the target language. Pose simple questions about someone’s name, age or appearance.

A good strategy to use when listening to/viewing a passage in Answer questions in the affirmative and negative. another language is to listen for familiar words and cognates and extrapolate meaning from what is understood. It is not Identify familiar words, expressions, signs and necessary to understand every word/sign in order to understand answer questions in response to a short spoken/signed the meaning of what is communicated. (French, Spanish, ASL) or written conversation.

A good strategy to learn some basic Chinese characters is to Extrapolate meaning from basic characters by compare the images with those characters since Chinese is making associations of images of real objects or pictographic. (Chinese) people. (Chinese)

Write basic characters representing real objects or people. (Chinese)

A lot of grammar in ASL is in facial expressions. It is necessary Compare and contrast some basic differences in to observe the signer’s face and hands to truly negotiate etiquette between Deaf and hearing cultures. (ASL) meaning. It is considered rude to look away from the signer’s face while they are signing to you. (ASL)

Cognates are words that look similar in two languages and have Recognize cognates to better understand a reading similar meanings. False cognates are words that look similar in selection. (French, Spanish) two languages but have different meanings. (French, Spanish)

Vocabulary: useful classroom expressions and commands, salutations and farewells, alphabet (French, Spanish), pinyin (Chinese), basic strokes (Chinese), basic Chinese characters (Chinese), classroom vocabulary, countries and capitals, cardinal and ordinal numbers, professions/occupations

KEY TERMS: ASL: voice-off, non-manual markers, Deaf/deaf, rocking numbers, special agreement Chinese: pinyin, tones, basic strokes. ASSESSMENT EVIDENCE: Students will show their learning by: • Skimming and scanning target language in culturally authentic written text/signed text to identify name, age, nationality, and profession. Check for understanding will occur through True or False questions. (interpretive reading) • Interviewing a student in the target language to determine compatibility. They will use appropriate greetings and leave taking from the target culture as 9

well as ask and respond to memorized questions about name, age, and profession using digital tools and face-to-face communication. (interpersonal) • Writing/signing their own profile as well as that of a classmate in the target language. They will present to the class and answer prepared questions from classmates. (presentational writing & speaking & interpersonal)

KEY LEARNING EVENTS AND INSTRUCTION: • Total Physical Response (TPR) • Teaching Proficiency through Reading and Storytelling (TPRS) • “Simon Says” as a check for understanding (Chinese, French, Spanish) • Authentic readings/videos • Authentic songs (Chinese, French, Spanish) • Listening activities (Chinese, French, Spanish) • Matching activities • Jigsaw activities • Role • Picturetalk • Movietalk

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit I: Getting Started

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

10 Weeks Unit I: Getting Started American Sign Language Suggested Resources: • Introduction of a new language Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, • Cultural competence in a new language 2011. (textbook) • Greetings & farewells Deaf Heritage, Jack Gannon. • Classroom commands • Identification of oneself French Suggested Resources: D’accord: Langue et Culture du Monde Francophone textbook VHL Supersite: Online resources for D’accord

Spanish Suggested Resources: Descubre: Lengua y cultura del mundo hispánico textbook VHL Supersite: Online resources for Descubre

Chinese Suggested Resources: Integrated Chinese 1 (4th edition), Cheng & Tsui, Textbook. Integrated Chinese 1 (4th edition), Cheng & Tsui, Workbook.

Further resources for ASL, Chinese, French, and Spanish can be found in Appendix E.

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I UNIT II: Student Life

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize Individuals have control over their school experiences. • How can I make the school year a successful memorized words and phrases that bring Personal choices, attitudes and actions strongly influence one for myself? meaning to text. academic and social successes and failures.

Interpretive A quality education is a vital human right. Children around • How do adolescents’ school experience differ 7.1.NM.A.4 Identify familiar people, places, the globe do not all receive an equal education. Culture and from culture to culture? and objects based on simple oral and/or written geography impact students’ access to education and their descriptions. school experience.

Interpersonal 7.1.NM.B.4 Ask and respond to simple KNOWLEDGE SKILLS questions, make requests, and express preferences using memorized words and Students will know: Students will be able to: phrases.

7.1.NM.B.5 Exchange information using words, School related vocabulary/signs and expressions of time of day. Recognize vocabulary pertaining to school items and phrases, and short sentences practiced in class times of day. on familiar. Talk to someone about people, places and things at Presentational 7.1.NM.C.3 Copy/write words, phrases, or school. simple guided texts on familiar topics. Vocabulary, signs and/or hand positions pertaining to numbers, Tell someone what classes they take and when. Technology Standards: time and scheduling. 8.1.2.A.2 Create a document using a word processing application. 24 hour clocks are used in target language speaking countries, Tell and ask what time it is. 8.1.5.A.5 Create and use a database to answer especially in reference to scheduling. (Chinese, French, Spanish) basic questions. School systems around the world are structured differently than Read and understand a master school schedule. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, American schools. Requirements vary from place to place. (Chinese, French, Spanish) achievements, and career aspirations by using a Often American students are afforded more freedom in their variety of digital tools and resources. academic and extracurricular options. (Chinese, French, Write out/sign their current school schedule. Spanish) 8.1.12.A.3 Collaborate in online courses, Explain their school schedule to someone else. learning communities, social networks or virtual worlds to discuss a resolution to a problem or 12 issue. Different countries have various school calendars, courses, daily Compare and contrast a typical American schedule to schedules and grading systems. (Chinese, French, Spanish) one from a country of the target language. (Chinese, 8.1.P.C.1 Collaborate with peers by participating in interactive digital games or French, Spanish) activities. Grading systems around the world vary in numerical value as Compare and contrast a typical American grading 8.1.P.E.1 Use the Internet to explore and well as the weighting system of the grades. (Chinese, French, system to one from a country of the target language. investigate questions with a teacher’s support. Spanish) (Chinese, French, Spanish)

Interrogative words (who, where, what, why, when, how and at Compare and contrast formation of wh-word what time) and various methods of formulating a question. questions and yes/no questions. (ASL)

To ask a yes/no question, it is necessary to raise eyebrows, lean Answer questions based on a conversation that they head forward and hold the last sign until the listener starts to hear, see or read. answer. (ASL)

Wh-word questions and Yes/No questions are used to share and Express which classes/subjects they like and/or receive personal information and to identify people in the deaf dislike. culture. (ASL)

Feedback in the form of non-manual markers (nod, facial Talk about common school-related activities. (ASL, expressions, etc) is necessary for the other person to assume the French and Spanish) listener is interested as well as understanding what is being signed. (ASL)

Structures related to creating affirmative versus negative Ask and respond to questions regarding school sentences. subjects and scheduling in the target language.

Verbs in Chinese are not conjugated, regardless of the change of time or who/what the subject is. (Chinese)

Regular verbs follow a pattern, and change according to who or Express actions about school-related activities, likes, what the subject is. (French, Spanish) and dislikes. (e.g., Bob likes math but does not like gym.) (ASL, French and Spanish)

Common expressions of feelings and state of being. Express feelings and conditions of being.

A strategy to help understand the target language is to look for Recognize familiar vocabulary words and cognates in the similarities between that language and English. (French, written, oral and signed form. (French, Spanish) Spanish)

A strategy to learn characters is to understand that radicals Recognize basic radicals that compose familiar (individual parts of a character) represent meanings of graphical characters about school life in written form. components of characters. Radicals have their own meaning and (Chinese) when combined create a whole new meaning related to the originals, e.g. the “你” is made of radical “亻” (meaning human

being) and radical “尔”. (meaning you) the character “你” meaning you (Chinese).

Strategies to ask for signs include pointing to the object, Identify basic information in a document or a video. drawing the object, list items in a category (i.e. school subjects), use opposites, act out or describe the object. Fingerspelling an English word will not guarantee the correct sign. (ASL)

In order to expand their writing/signing skills in a target Write/sign a description of themselves including likes language, it is necessary to use previously learned and current and dislikes in relation to the school community. vocabulary and language structures. (ASL, French and Spanish)

Vocabulary: academic courses, days of the week, months of the year, campus locations, classroom objects, prepositions of location, position words, regular verbs (French, Spanish), idiomatic expressions with the verbs to be and to have (French, Spanish), basic radicals (Chinese), negative expressions, interrogative vocabulary and patterns

KEY TERMS: languages: category sign for language and numbers, language modality, transition, fingerspelling, form and movement, handshape, hand position, double letter form and movement, up letters (ASL), basic radicals (Chinese)

ASSESSMENT EVIDENCE: Students will show their learning by: • Skimming and scanning culturally authentic target language materials from electronic information sources about school schedules selecting the correct response to each multiple-choice question to identify themes associated with school life, schedules, and classroom activities. (interpretive reading) • Discussing a typical school day with a classmate and recording their conversation. (interpersonal) • Creating a class schedule in the target language in which they include course names as well as time and day when classes occur, teacher’s name and counselor’s name. Students will state whether they like or dislike the course and specify why they feel that way and present their schedules to the class. (presentational writing & speaking)

KEY LEARNING EVENTS AND INSTRUCTION: • Total Physical Response (TPR) • Teaching Proficiency through Reading and Storytelling (TPRS) • Research grading systems in target-language countries • Venn diagram comparing two country systems • Mini conversations about schooling • Student interactive activity where students create their own class schedule and role play as school counselors • Authentic readings • Listening activities • Authentic songs • Role plays • Reading aloud • Picturetalk • Movietalk

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit II: Student life

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

6 Weeks Unit II: Student life American Sign Language Suggested Resources: • School systems around the world Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, 2011. • School subjects & schedules (textbook) • Time Deaf Heritage, Jack Gannon. • Likes & dislikes French Suggested Resources: D’accord: Langue et Culture du Monde Francophone textbook VHL Supersite: Online resources for D’accord

Spanish Suggested Resources: Descubre: Lengua y cultura del mundo hispánico textbook VHL Supersite: Online resources for Descubre

Chinese Suggested Resources: Integrated Chinese 1 (4th edition), Cheng & Tsui, Textbook. Integrated Chinese 1 (4th edition), Cheng & Tsui, Workbook.

Further resources for ASL, Chinese, French, and Spanish can be found in Appendix E.

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I UNIT III: Family Life

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize Children’s lives are influenced by the people they live with. • What makes my family unique? memorized words and phrases that bring Families exist in all cultures but in different forms. meaning to text. Culture and geography define the structure of family living • How do the people I live with help to determine Interpretive arrangements. These arrangements shape the character and the person I become? 7.1.NM.A.1 Recognize familiar spoken or the context of a child’s life. written words and phrases contained in culturally authentic materials using electronic KNOWLEDGE SKILLS information and other sources related to targeted themes. Students will know: Students will be able to: 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written Vocabulary/signs for family members, friends and classmates. Recognize family members and relationships among descriptions. them. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and When identifying a person who is present, the signer describes Use phrases related to talking about families. level-appropriate, culturally authentic materials two or three things about the person to make it easy for the on familiar topics. listener to spot the person. The listener gives another Exchange basic information about their own family,

Interpersonal description of the same person while raising their eyebrows to friends and classmates. 7.1.NM.B.1 Use digital tools to exchange basic confirm who it is. (ASL) information at the word and memorized-phrase level related to self and targeted themes. The various constructs to reflect possession to show Identify vocabulary related to possession and

7.1.NM.B.5 Exchange information using words, relationships. relationships. phrases, and short sentences practiced in class on familiar. The structure of using “de/的” to express possession. (Chinese) Demonstrate how people are related.

Presentational Talk about possessions (things and people) that are 7.1.NM.C.1 Use basic information at the word important to them (my mom, her dad). and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language Interpret a family tree and answer open-ended audience. questions about it.

7.1.NM.C.2 Imitate, recite, and/or dramatize Create a family tree for their own or a made up simple poetry, rhymes, songs, and skits. 17

family. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. Vocabulary/signs used to describe oneself and others. Describe and speak/sign about people they see in 7.1.NM.C.4 Present information from age- and photos. level-appropriate, culturally authentic materials orally or in writing. Ranking is used to show the number of siblings or children in a Answer open-ended questions about their own family family and their rank from oldest to youngest. (ASL) and ask others about their family. Technology Standards: 8.1.2.A.2 Create a document using a word processing application. Contrastive structure is used to compare and contrast two things State how many siblings they have and which one are or to discuss two other people. (ASL) older and younger than they are. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a State whether or not they are an only child. variety of digital tools and resources. Fingerspell the names of some of their family 8.1.12.A.3 Collaborate in online courses, members. (ASL) learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Expressions to describe people and things. Listen to, read or see a signed description and match it to the corresponding person. 8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or mobile Draw a picture based on a description that they hear, device. see or read. 8.1.P.C.1 Collaborate with peers by participating in interactive digital games or Describe someone’s physical and personality traits. activities. Culturally appropriate email format. (Chinese, French, Spanish) Write a brief e-mail about their family or an 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. imaginary family. (Chinese, French, Spanish)

8.1.2.F.1 Use geographic mapping tools to plan The differences and similarities in family structures and customs Discuss some cultural practices of families in the and solve problems. within the target language compared to their own. (Chinese, target language.

French, Spanish) Compare and contrast family structures and customs in other countries to their own. (Chinese, French, Spanish)

Cultural differences in Deaf families compared to hearing Create a brief video chat about their family or an families with Deaf children. (ASL) imaginary family. (ASL)

Vocabulary: family terminology, descriptive adjectives, email terminology, ranking, possessive adjectives, personal pronouns 18

KEY TERMS: Contrastive structure (ASL), ranking (ASL), comparatives and superlatives (French, Spanish), comparative and superlative structures (Chinese) ASSESSMENT EVIDENCE: Students will show their learning by: • Skimming and scanning culturally authentic spoken/signed presentation in the target language to identify vocabulary pertaining to family. They will answer true or false questions about family members. (interpretive listening) • Having a conversation with a classmate to gather information about each other’s family members. They will ask each other about age, profession, nationality, place of birth and typical activities. Students will record their conversation. (interpersonal) • Presenting their own or fictitious family using technology, including pictures and a map showing where members were born and where they now live. (presentational writing & speaking)

KEY LEARNING EVENTS AND INSTRUCTION: • Total Physical Response (TPR) • Teaching Proficiency through Reading and Storytelling (TPRS) • Circling techniques • “Who am I” (a guessing game) interpersonal activity • Family Tree • Students match up descriptions to pictures. • Authentic readings • Listening activities • Matching activities • Video activities • Jigsaw activities • Movietalk • Picturetalk

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit III: Family Life

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

American Sign Language Suggested Resources: 6 Weeks Unit III: Family Life Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, 2011. • Family and relationships (textbook) • Family structures around the world Deaf Heritage, Jack Gannon. • Email etiquette French Suggested Resources: D’accord: Langue et Culture du Monde Francophone textbook VHL Supersite: Online resources for D’accord

Spanish Suggested Resources: Descubre: Lengua y cultura del mundo hispánico textbook VHL Supersite: Online resources for Descubre

Chinese Suggested Resources: Integrated Chinese 1 (4th edition), Cheng & Tsui, Textbook. Integrated Chinese 1 (4th edition), Cheng & Tsui, Workbook.

Further resources for ASL, Chinese, French, and Spanish can be found in Appendix E.

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit IV: Celebrations

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Novice-Mid language learner understands and communicates at the word level and can Each country recognizes special occasions, religious and independently identify and recognize • How are people’s traditions similar or national holidays. These celebrations are often tied to our memorized words and phrases that bring different? meaning to text. nationalistic, cultural and religious beliefs. Geography as well as culture impacts special occasions and how Interpretive • How does where I live shape who I am? 7.1.NM.A.1 Recognize familiar spoken or we celebrate them. written words and phrases contained in culturally authentic materials using electronic KNOWLEDGE SKILLS information and other sources related to targeted themes. Students will know: Students will be able to: 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written Vocabulary pertaining to holidays and common celebrations Recognize words and expressions related to parties descriptions. such as birthday. and celebrations. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and What we value as a moment to be celebrated varies by culture. Ask and answer questions pertaining to celebrations. level-appropriate, culturally authentic materials on familiar topics. Talk about holiday or other special celebrations based

Interpersonal on pictures or photos. 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase State which special occasions they like and/or dislike. level related to self and targeted themes.

7.1.NM.B.4 Ask and respond to simple Talk about what they will do on holidays or for questions, make requests, and express specific celebrations. preferences using memorized words and phrases. Invitations for celebrations come in many different forms. The Create an invitation for a celebration. cultural norms associated with who to invite vary by country. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class Extend invitations and respond to an invitation to a on familiar. celebration

Presentational Basic vocabulary pertaining to food and dining customs and Recognize a variety of foods and beverages and 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a etiquette. classify them. multimedia-rich presentation on targeted themes to be shared virtually with a target language Expressions for ordering food in a restaurant. Talk about eating at a café or restaurant. 21

audience. Table manners and etiquette vary within different cultures. Poll classmates to find out how many meals a day Technology Standards: 8.1.2.A.2 Create a document using a word they eat and at what times. Create a chart with this processing application. data.

8.1.12.A.3 Collaborate in online courses, Compare and contrast meal times and types of meals learning communities, social networks or virtual worlds to discuss a resolution to a problem or from class with target language countries. issue. Talk about food which they like or dislike. 8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or mobile Appropriate grammatical structures and/or signs to express past Identify phrases related to talking about the past in device. events. order to understand the time (past or present) of a 8.1.P.C.1 Collaborate with peers by passage. (Chinese, French, Spanish) participating in interactive digital games or activities. Poll classmates to discover what they had for dinner the previous night and discuss which are healthy or 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. unhealthy choices.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue. Talk, sign or write about events in the past, such as a restaurant visit or a celebration they attended.

Plan the menu for a celebration and create a basic shopping list. (ASL, French and Spanish)

Some strategies to aid in comprehension when scanning a Visit an online fast-food restaurant in the target website, is to look at images, look for cognates, use context country, place an order and answer questions clues and use previously learned vocabulary to understand the pertaining to the restaurant. general meaning.

Vocabulary pertaining to clothes, colors and shopping. Recognize vocabulary/signs related to clothes and shopping.

Shopping habits and shopping etiquette differ by culture. Understand expressions/signs to describe clothing.

Describe what they or someone else is wearing.

Create a drawing to match a description they hear, 22

read or see signed about what someone is wearing.

Express understanding when listening to someone say or watching someone sign what they bought by choosing the items mentioned.

The value that a person places on material items is connected Exchange information with others about fashion and with the country or culture in which they live. where to buy clothes.

Vocabulary: restaurant terminology, colors, items of clothing, shapes, colors, materials, patterns, size, foods, names of holidays.

KEY TERMS: Preterite (French, Spanish) Past tense of using “了”(Chinese)

ASSESSMENT EVIDENCE: Students will show their learning by: • Reading a restaurant menu in the target language and organizing items into two categories: healthy and unhealthy food choices. (interpretive reading) • Asking and responding to simple questions related to holidays and other celebrations in the home and target cultures. (interpersonal) • Presenting a new restaurant idea to their classmates. Including restaurant name, location, type of restaurant, ambiance, expected dress code and menu items. (interpretive speaking)

KEY LEARNING EVENTS AND INSTRUCTION: • Total Physical Response (TPR) • Teaching Proficiency through Reading and Storytelling (TPRS) • Communicative Activities/Student Conversations • Teacher-led questions • Videos on celebrations in target cultures • Research authentic menus for restaurants from the target culture • Research and skim articles on holidays and celebrations in the target culture • Authentic readings • Listening activities • Circling Techniques • Movietalk • Picturetalk

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit IV: Celebrations

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

American Sign Language Suggested Resources: 7 Weeks Unit IV: Celebrations Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, 2011. • Holidays (textbook) Deaf Heritage, Jack Gannon. • Cultural celebrations

• Dining experiences French Suggested Resources: D’accord: Langue et Culture du Monde Francophone textbook VHL Supersite: Online resources for D’accord

Spanish Suggested Resources: Descubre: Lengua y cultura del mundo hispánico textbook VHL Supersite: Online resources for Descubre

Chinese Suggested Resources: Integrated Chinese 1 (4th edition), Cheng & Tsui, Textbook. Integrated Chinese 1 (4th edition), Cheng & Tsui, Workbook.

Further resources for ASL, Chinese, French, and Spanish can be found in Appendix E.

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I UNIT V: Active Lifestyles (ASL, French and Spanish only)

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize Depending on where one lives, weather elements affect the • How do seasons affect daily life? memorized words and phrases that bring way we live our lives including our daily activities, where we meaning to text. spend our time and how we dress. . Interpretive mode Every day activities and community events have an impact on • How do societies and individuals define quality 7.1.NM.A.1 Recognize familiar spoken or the quality of life of that community and the individuals that of life? written words and phrases contained in participate in it. culturally authentic materials using electronic information and other sources related to targeted themes. KNOWLEDGE SKILLS

7.1.NM.A.5 Demonstrate comprehension of Students will know: Students will be able to: brief oral and written messages using age- and level-appropriate, culturally authentic materials Vocabulary/signs pertaining to leisure activities, such as popular Identify some common words/signs pertaining to on familiar topics. pastimes and sports. sports, pastimes and other leisure activities. Interpersonal 7.1.NM.B.4 Ask and respond to simple Talk/sign about leisure activities. questions, make requests, and express preferences using memorized words and phrases. State which sports they like and dislike.

7.1.NM.B.5 Exchange information using words, List their favorite free-time activities and those they phrases, and short sentences practiced in class do not like. on familiar.

Presentational Vocabulary/signs used to describe physical activities, sports and Discuss popular pastimes in countries from the target 7.1.NM.C.1 Use basic information at the word pastimes. language. (French, Spanish) and memorized-phrase level to create a multimedia-rich presentation on targeted themes Vocabulary/signs for places in which sports and other activities Compare and contrast sports in the hearing world to be shared virtually with a target language audience. take place. with sports in the Deaf world. (ASL)

7.1.NM.C.2 Imitate, recite, and/or dramatize Interpret a sports team’s statistical report. (French, simple poetry, rhymes, songs, and skits. Spanish)

7.1.NM.C.3 Copy/write words, phrases, or 25

simple guided texts on familiar topics. Compare and contrast a sport team’s statistical report among countries. (French, Spanish) 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Discuss a popular sport in target language countries. (French, Spanish) Technology Standards: 8.1.2.A.2 Create a document using a word processing application. Listen to a sportscast/watch a signed sportscast and identify familiar words. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, Write/sign a brief description about their activities. achievements, and career aspirations by using a variety of digital tools and resources. Signing positions and/or structures used to designate future Talk about what they are doing now or going to do 8.1.12.A.3 Collaborate in online courses, events. later. learning communities, social networks or virtual worlds to discuss a resolution to a problem or Time signs occur at the beginning of a sentence to establish a Say where people are going to or coming from in the issue. tense. If a time sign is not given, the present tense is assumed. community.

8.1.P.B.1 Create a story about a picture taken (ASL) by the student on a digital camera or mobile device. In order to speak about people who are not present, it is Ask someone where they are going to or coming necessary to designate a location for each on a horizontal arc from. 8.1.P.C.1 Collaborate with peers by participating in interactive digital games or starting with the non-dominant side and to designate the location activities. when talking about that person. (ASL) Understand someone when they tell them what their plans are. 8.1.P.E.1 Use the Internet to explore and To talk about a sequence of events, it is necessary to designate investigate questions with a teacher’s support. locations for each activity beginning from the non-dominant

8.1.2.F.1 Use geographic mapping tools to plan side. (ASL) and solve problems. Vocabulary/signs necessary to discuss/report weather and Recognize some weather related terms. seasons. Give dates and weather information.

Understand the weather forecast in a recorded report/signed report.

Read and interpret a weather report. (French, Spanish)

Identify the seasons in different parts of the world based on weather reports, months of the year or pictures. 26

State the season and the weather based on what someone in a picture is wearing.

Create a seasonal weather report.

List different activities for each season.

Vocabulary: leisure activities, popular pastimes, sports, weather expressions, seasons, months

KEY TERMS: sequencing (ASL), near future (French, Spanish)

ASSESSMENT EVIDENCE: Students will show their learning by: • Listening to an authentic weather report and answering open-ended questions pertaining to the report. (interpretive listening) • Creating a list of their favorite and least favorite leisure activities. Students will use a teacher-generated grid where some of the activities are listed. With grid in hand, students will circulate in classroom and ask classmates in target language if the activities pertain to them. Class discussion will take place concerning the results. (interpersonal) • Working in small groups to create a news broadcast, where they will present the following topics: weather, sports and leisure, and an interview of a famous person. Groups will present to the class. (presentational writing & speaking)

KEY LEARNING EVENTS AND INSTRUCTION: • Total Physical Response (TPR) • Teaching Proficiency through Reading and Storytelling (TPRS) • Peer speaking activities • Authentic materials (weather reports/sports team’s statistics) • Authentic readings • Listening activities • Movietalk • Picturetalk

RANDOLPH TOWNSHIP SCHOOL DISTRICT World Language I Unit V: Active Lifestyles (ASL, French and Spanish only)

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

American Sign Language Suggested Resources: 7 Weeks Unit V: Active Lifestyles Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, • Sports 2011. (textbook) Deaf Heritage, Jack Gannon. • Leisure activities

• Pastimes French Suggested Resources: • Weather D’accord: Langue et Culture du Monde Francophone textbook VHL Supersite: Online resources for D’accord

Spanish Suggested Resources: Descubre: Lengua y cultura del mundo hispánico textbook VHL Supersite: Online resources for Descubre

Further resources for ASL, French, and Spanish can be found in Appendix E.

APPENDIX A

ACTFL Proficiency Guidelines 2012 – Novice Level Learners

The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired. They are an instrument for the evaluation of functional language ability.

SPEAKING: Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.

WRITING: Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.

LISTENING: At the Novice level, listeners can understand key words, true aural cognates, and formulaic expressions that are highly contextualized and highly predictable, such as those found in introductions and basic courtesies. Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing, and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning. Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.

READING: At the Novice level, readers can understand key words and cognates, as well as formulaic phrases that are highly contextualized. Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt, or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and extralinguistic support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning. Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, cognates, and formulaic phrases makes comprehension possible.

APPENDIX B

NCSSFL-ACTFL CAN DO STATEMENTS Progress Indicators for Language Learners

The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they “can do” with language in the Interpersonal, Interpretive, and Presentational modes of communication. These modes of communication are defined in the National Standards for 21st Century Language Learning and organized in the checklist into the following categories: • Interpersonal (Person-to-Person) Communication • Presentational Speaking (Spoken Production) • Presentational Writing (Written Production) • Interpretive Listening • Interpretive Reading

Ultimately, the goal for all language learners is to develop a functional use of another language for one’s personal contexts and purposes. The Can-Do Statements serve two purposes to advance this goal: for programs, the statements provide learning targets for curriculum and unit design, serving as progress indicators; for language learners, the statements provide a way to chart their progress through incremental steps. The checklists are best used by learners and learning facilitators as part of an overall reflective learning process that includes: • setting goals • selecting strategies • self-assessing • providing evidence • reflecting before setting new goals

The more learners are engaged in their own learning process, the more intrinsically motivated they become. Research shows that the ability of language learners to set goals is linked to increased student motivation, language achievement, and growth in proficiency.

NCSSFL-ACTFL Global Can-Do Benchmarks

Interpersonal Communication: Novice-Low: I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized. Novice-Mid: I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized. Novice-High: I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions.

Presentational Speaking: Novice-Low: I can present information about myself and some other very familiar topics using single words or memorized phrases. Novice-Mid: I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions. Novice-High: I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

Presentational Writing: Novice-Low: I can copy some familiar words, characters, or phrases. Novice-Mid: I can write lists and memorized phrases on familiar topics. Novice-High: I can write short messages and notes on familiar topics related to everyday life.

Interpretive Listening: Novice-Low: I can recognize a few memorized words and phrases when I hear them spoken. Novice-Mid: I can recognize some familiar words and phrases when I hear them spoken. Novice-High: I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces of information and sometimes understand the main topic of what is being said.

Interpretive Reading: Novice-Low: I can recognize a few letters or characters. I can identify a few memorized words and phrases when I read. Novice-Mid: I can recognize some letters or characters. I can understand some learned or memorized words and phrases when I read. Novice-High: I can understand familiar words, phrases, and sentences within short and simple texts related to everyday life. I can sometimes understand the main idea of what I have read.

The full Can-Do Statements document can be found at: http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements.

Can Do statements for unit 1:

Can Do Statement I’m not there yet. I can do this with I can do this some help. independently! I can greet friends and new acquaintances. I can introduce myself and others. I can participate in basic conversations with people I just met. I can understand simple introductions and respond appropriately. I can recognize polite expressions. I can express my understanding of the difference between Deaf and deaf. (ASL) I can recognize the letters in the alphabet. (French, Spanish &ASL) I can spell my name and some other common words. (Alphabet in French & Spanish, Pinyin in Chinese & fingerspelling in ASL) I can recognize pinyin and some basic strokes. (Chinese) I can listen to and duplicate the pronunciation of four tones. (Chinese) I can recognize some basic Chinese characters that are pictographic. (Chinese) I can write some basic characters representing real objects or people. (Chinese) I can understand and follow classroom instructions. I can express my needs using common classroom expressions. I can tell someone how old I am. I can give my phone number to someone. I can solve basic math problems using numbers. I can recognize what time it is. I can say who someone is and indicate where he/she is from. I can talk about professions and occupations. I can ask simple questions such as what is your name, how are you or how old are you. I can answer questions in the affirmative and negative. I can orally spell my name for someone else. (French, Spanish & Chinese) I can describe myself, other people, and/or objects. I can match a description I hear with a picture of that person/thing. I can write or sign a brief description of myself or someone else. I can recognize cognates in a reading selection. (French & Spanish) I can recognize basic Chinese characters that are pictographic. (Chinese) I can identify familiar words and/or expressions in what I hear or read. I can answer questions in response to a short recorded/spoken conversation. I can explain some basic differences in etiquette between Deaf and hearing cultures. (ASL) I can… I can… I can… 32

Can Do statements for unit 2:

Can Do Statements I’m not there yet. I can do this with I can do this some help. independently! I can recognize some vocabulary pertaining to school items. I can talk to someone about people, places and things at school. I can tell someone what classes I take and when. I can tell and ask what time it is. I can read and understand a master school schedule. (Chinese, French, Spanish) I can write out my current school schedule. (Chinese, French, Spanish) I can sign my current school schedule in chronological order. (ASL) I can explain my school schedule to someone else. I can list a few differences between a typical American school schedule to one from a country of the target language. (Chinese, French, Spanish) I can list a few differences between a typical American grading system to one from a country of the target language. (Chinese, French, Spanish) I can ask and respond to questions regarding school subjects and scheduling. I can apply the formation of wh-word questions and yes/no questions in conversation. (ASL) I can answer questions based on a conversation that I hear, read or watch. I can say which classes/subjects I like and dislike. I can ask someone else which classes they like or dislike. I can talk about school-related activities that I am involved in. (ASL, French and Spanish) I can recognize familiar vocabulary words and cognates in written and oral form. (French & Spanish) I can identify basic information about a person such as name, age, place of birth & date of birth in a document or in a signed video. I can write/sign a description of myself including the classes and activities I like and dislike. (ASL, French and Spanish) I can… I can… I can… I can…

Can Do statements for unit 3:

Can Do Statement I’m not there yet. I can do this with I can do this some help. independently! I can recognize family members and relationships among them. I can talk about family members and their relationship to me. I can identify family members on a family tree. I can read a family tree and answer questions about it. I can talk about possessions (things and people) that are important to them (my mom, her dog). I can exchange basic information about my family such as who they are, their names and ages. I can fingerspell the names of my family members. (ASL) I can create a family tree. I can answer questions about my family and ask others about their family. I can tell someone if I am an only child or how many siblings I have. I can state which of my siblings are older and which are younger. I can listen to or read a description and match it to the corresponding person. I can draw a picture based on a description that I hear or read. I can describe someone I see in a photo either orally or in sign. I can describe someone’s physical and personality traits. I can write a brief e-mail about my family or an imaginary family. (Chinese, French, Spanish) I can talk about how families are similar or different in my class. I can compare and contrast the definition of family in the cultures of the target language. I can discuss the similarities and differences between family structures and customs in other countries to my own. (Chinese, French, Spanish) I can create a brief video chat about my family or an imaginary family. (ASL) I can… I can… I can… I can…

Can Do statements for unit 4:

Can Do Statement I’m not there yet. I can do this with I can do this some help. independently! I can recognize words and expressions related to parties and celebrations. I can talk about celebrations in my family or with friends. I can ask and answer questions pertaining to celebrations. I can talk about which celebrations I like or dislike. I can state why I like or dislike a celebration, using short, simple sentences. I can talk about what I will do on holidays or for specific celebrations. I can create an invitation for a celebration. (Chinese, French, Spanish) I can extend an invitation and respond to an invitation accepting or rejecting it. I can recognize a variety of foods and beverages and classify them. I can plan a menu for a celebration and create a basic shopping list. (Chinese, French, Spanish) I can talk about food I like and dislike. I can poll classmates to find out how many meals a day they eat and at what times. I can compare and contrast the meal times and types from class with other countries. I can poll classmates to discover what they had for dinner the previous night and discuss which are healthy or unhealthy choices. I can order a meal at a restaurant. I can order food on an online fast-food restaurant and answer questions pertaining to the restaurant. I can talk and/or write about a celebration I have attended. I can recognize vocabulary/signs related to clothes and shopping. I can have a conversation with a salesperson in order to buy clothes or other items. I can describe the clothing that I or someone else is wearing. I can create a drawing to match a description I hear, read or see signed about what someone is wearing. I can understand when someone tells me what they bought. I can have a conversation with a classmate about fashion and where to buy clothes. I can talk about what I should wear depending on the weather. I can talk about what I should wear for different celebrations or to go out to dinner. I can… I can… I can…

Can Do statements for unit 5: (ASL, French and Spanish)

Can Do Statement I’m not there yet. I can do this with I can do this some help. independently! I can identify some common words/signs pertaining to sports, pastimes and other leisure activities. I can talk/sign about my leisure/extracurricular activities. I can state which sports/activities I like and dislike. I can read about and discuss popular pastimes of students in other countries. (Chinese, French, Spanish) I can compare and contrast sports in the hearing world with sports in the Deaf world. (ASL) I can interpret a sports team’s statistical report from a target language country. (Chinese, French, Spanish) I can compare and contrast a sport team’s statistical report among countries. (Chinese, French, Spanish) I can have a discussion with a partner about a popular sport. I can ask my classmates which sports/activities they like or dislike. I can listen to a sportscast or watch a signed sportscast and identify familiar words. I can write/sign a brief description about my activities. I can tell people what I am doing right now. I can say where people are going to or coming from. I can ask someone where are they going to or coming from. I can tell someone what I am going to do. I can understand someone when they tell me what their plans are. I can recognize some weather related terms. I can give dates and weather information when asked for it. I can understand the weather forecast in a recorded or video report. I can read and interpret a weather report. (Chinese, French, Spanish) I can identify the seasons in different parts of the world based on weather reports, months of the year or pictures. I can state the season and the weather based on what someone in a picture is wearing. I can list different activities for each season. I can create a seasonal weather report. I can… I can… I can…

APPENDIX C Standards for Foreign Language Learning in the 21st Century, 1999 & Standards for Foreign Language Learning: Preparing for the 21st Century, 1996 National Standards in Foreign Language Education

The 5 C's Communication, Culture, Connections, Comparisons, Communities

Standards-based world languages education and the New Jersey standards reflect the themes in the Standards for Foreign Language Learning in the 21st Century (1999), known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom.

Communication The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes. Cultures Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world. Connections World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes. Comparisons Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons. Communities Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.

http://globalteachinglearning.com/standards/5cs.shtml

APPENDIX D Suggested Assessments

UNIT I : • Working in a group to create a Chinese painting by moving different pieces of pictures on which students will also write basic characters to describe the images of the pictures. They will present their work by describing what they have in their paintings. (interpretative & presentational) • Creating a bulletin board in which students will write dates of National Day for different countries in the target language. (formative assessment) • Making dialogues using target language (suppose they travel around the world) as they go to different stations (representing different countries) in the classroom using sentence patterns and vocabulary words they learned (nationality, country names, names, dates, and professions) (interpersonal)

UNIT II: • Scheduling simulation where students play role of guidance counselors and have conversations in order to create school schedules. (interpersonal) • Making comparison of school systems/class schedule between U.S and the target culture using graphic organizer and writing down the similarities and differences of the two. (presentational writing) • Answering or describing campus locations using proper prepositions and position words. (interpersonal & interpretative listening)

UNIT III: • Skimming and scanning a culturally authentic infographic about families in the target language with check for understanding occurring through True or False questions. (interpretive reading) • Interviewing a student in the target language to seek information about personal information regarding family and friends. (interpersonal) • Describing a photo of family members (real or imaginary) to a small group and answer questions from the group. (presentational speaking)

UNIT IV: • Writing a reflection relating to a traditional celebration of the target language. (presentational writing) • Creating a video of a restaurant review for a restaurant in Randolph. (presentational speaking)

UNIT V: (ASL, French and Spanish) • Skimming and scanning culturally authentic target language materials about communities and active lifestyles. Students show understanding by selecting the correct response to each multiple-choice question to identify themes associated with communities and active lifestyles. (interpretive reading) • Discussing sports and pastimes with a classmate. (interpersonal) • Creating and presenting a map of the community. (presentational writing & speaking) • Reading and discussing a poster/brochure of upcoming events. (interpretive reading)

APPENDIX E Resources

Textbooks: D’accord 1: Langue et Culture du Monde Francophone, Vista Higher Learning, ISBN 978-1618578662 Descubre 1: Lengua y cultura del mundo hispánico, Vista Higher Learning, ISBN 978-1618571984 VHL Supersite: https://www.vhlcentral.com/ Integrated Chinese 1 (4th edition), Cheng & Tsui, Textbook. ISBN: 9781622911356 Integrated Chinese 1 (4th edition), Cheng & Tsui, Workbook. ISBN: 9781622911363 Signing Naturally: units 1-6, Smith, Lentz, Mikos. Dawn Sign Press, ISBN 978-1581212105

Teacher Resources: Center for Language Education and Research: http://clear.msu.edu/clear/ Toni Theisen Wiki Page: http://tonitheisen.wikispaces.com/ NJ DOE model world language curriculum: http://www.state.nj.us/education/modelcurriculum/ NJ World Language Standards: http://www.state.nj.us/education/cccs/2014/wl/ Teacher Effectiveness for Language Learning: http://www.tellproject.org/ The International Journal of Foreign Language Teaching: http://www.ijflt.org/index.php/home World Language Assessment: http://wimedialab.org/worldlanguageassessment/Video.htm Foreign Language Educators of New Jersey: http://flenj.org/ American Council on the Teaching of World Languages: https://www.actfl.org/ American Association of Teachers of French: https://www.frenchteachers.org/ American Association of Teachers of Spanish and Portuguese: http://www.aatsp.org/ American Association of Teachers of Chinese: http://clta-us.org The Comprehensible Classroom: https://martinabex.com/ TPRS and Comprehensible Input Training: http://www.benslavic.com/tprs-resources.html Great Story Reading Project: http://storiesfirst.org/greatstoryreadingproject/ Embedded Reading: https://embeddedreading.com/ www.pinterest.com www.twitter.com www.facebook.com

General Language Resources: http://www.westerwelle.net/conversion_table.htm (Measurement conversion) http://wes.org/gradeconversionguide/ (International Grade Conversion Guide For Higher Education) www.getkahoot.com https://www.duolingo.com/ http://www.language-gym.com/#/ http://en.childrenslibrary.org/ (online books in many languages) 39

http://www.thefrenchexperiment.com/stories/ (children's stories with audio) http://www.edutopia.org/blog/authentic-activities-world-language-classroom-sarah-loyola (Edutopia) https://worldlangsources.wikispaces.com/WL+Tech+Tools( All WL Resources) http://www.livebinders.com/play/play?id=693296 (Spanish & World Languages Teaching Resources: A digital Library) http://www.miscositas.com (Mis Cositas) http://www.bbc.co.uk/languages/ http://www.hello-world.com/ http://www.uni.edu/becker/ www.storybird.com www.k7.net www.socrative.com www.polleverywhere.com www.surveymonkey.com https://plickers.com/ https://www.zaption.com/ www.wordreference.com http://www.teachertube.com/ www.tunein.com https://www.youtube.com/playlist?list=PLAA60F7F6F4451876 https://toontastic.withgoogle.com/

ASL General Resources: Deaf Heritage, Gallaudet University Press, ISBN 978-1563685149 www.aslpro.com www.lifeprint.com www.spreadthesign.com www.schooltube.com www.dawnsign.com https://www.signingsavvy.com/ http://www.handspeak.com/ http://theaslapp.com http://www.deaflibrary.org/asl.html\ https://nad.org/issues/american-sign-language http://commtechlab.msu.edu/sites/aslweb/browser.htm http://asl.ms/ (fingerspelling practice) Signing Time TV show (available on Netflix and Youtube) Sound & Fury Video

Chinese General Resources: https://www.yoyochinese.com/chinese-learning-tools/Mandarin-Chinese-pronunciation-lesson/pinyin-chart-table (pinyin table chart with pronunication) 40 http://www.standardmandarin.com/chinese-phrases (Chinese phrases, tools, pinyin chart) https://chinesepod.com/ (dialogues, vocabulary, videos) https://www.rocketlanguages.com/chinese/learn/learn-chinese-online (vocabulary, phrases, pronunciation, audio) http://mylanguages.org/chinese_adjectives.php (grammar, audio, phrases, vocabulary, numbers, pinyin) http://www.hello-world.com/languages.php/?language=Mandarin&translate=English (activities, songs, conversations, audio) https://schoolsonline.britishcouncil.org/classroom-resources/year-of-the-sheep/teacher-resources (lesson resources and activities for understanding culture) http://www.brighthubeducation.com/chinese-lesson-plans/ (resources for Chinese teachers) http://www.creativechinese.com (resources, culture, activities) http://www.digitaldialects.com/iPad/Chinese.htm (activities for digital devices such as tablets/ipad) http://mandarin.sdcoe.net/cd3.html (resources for Chinese teachers) http://kidschinesepodcast.com/lessons/ (resources for Chinese teachers) http://www.bbc.co.uk/languages/chinese/ (resources for vocabulary, songs and activities) http://www.digmandarin.com/the-usage-of-chinese-location-words.html (vocabulary: location words) http://www.saporedicina.com/english/adjectives-in-chinese-grammar/ (how to use adjectives in Chinese)

Chinese Unit 1 Resources: https://www.youtube.com/watch?v=b9RPzlRIDEs (four tones of Chinese) http://www.bbc.co.uk/languages/chinese/games/tones.shtml (activity: tone practice) https://www.youtube.com/watch?v=2sNal0Sbd6A (Chinese pronunciation) https://www.youtube.com/watch?v=EReU1BKtAXo (song of Chinese initials) https://www.youtube.com/watch?v=UIpm2PWBzow (a tour of China) http://www.bbc.co.uk/languages/chinese/guide/facts.shtml (introduction to Chinese language) https://www.youtube.com/watch?v=ozepUu47Xsg (story of Chinese Characters “rì/ 日 , shān/山”) https://www.youtube.com/watch?v=-rFdjoEtg-8 (story of Chinese character “rén/人.”) https://www.youtube.com/watch?v=ZClBINnWqaM (story of Chinese character “yuè/月.”) https://www.youtube.com/watch?v=g2E9w4x9pj4 (story of Chinese character “mù/木.”) https://www.youtube.com/watch?v=AIeSzxDE_NI (story of all basic Chinese characters) https://www.youtube.com/watch?v=NcLNmRgCpAE (song number 1-10) https://www.youtube.com/watch?v=5WuWyV7KGIY (number 1-10) https://www.youtube.com/watch?v=IK7iiAW4Qig (numbers 1-20) https://www.youtube.com/watch?v=m_rDIzj6DRE (greetings) https://www.youtube.com/watch?v=2ZA6M9EsSlM (greetings) https://www.youtube.com/watch?v=0fm11XFw8uY (greetings and goodbye) https://www.youtube.com/watch?v=DzTAz7aaI34 (goodbye) https://www.youtube.com/watch?v=lpWYSLa3qME (song about greetings) https://www.youtube.com/watch?v=KY0dIOrbcgo (conversations about Greetings) https://www.youtube.com/watch?v=jEHVLuhQ9aU (greetings) https://www.youtube.com/watch?v=7ZMc8JJYA94 (song about how to ask names and respond) https://www.youtube.com/watch?v=ngOM7skqjjo (song about how to ask age)

41 https://www.youtube.com/watch?v=eGnHnz9eC9s (song about weather) https://www.youtube.com/watch?v=WGHG1AocA0U (weather) https://www.youtube.com/watch?v=uaz1rEoJTtk (comparison of different dialects: authentic audio recordings) https://www.youtube.com/watch?v=QPVJs1KW4SE (song of days of the week) https://www.youtube.com/watch?v=-byEtbvSm0E (days of the week) https://www.youtube.com/watch?v=aqw0aGjl_4Q (dates) http://www.bbc.co.uk/schools/primarylanguages/mandarin/my_calendar/games/ (activities: days and months)

Chinese Unit 2 Resources: https://www.youtube.com/watch?v=MrVC7EzrOX0 (radicals) https://www.youtube.com/watch?v=6sEttb2seZw (song about color) https://www.youtube.com/watch?v=KUcSdPMAM9A (radicals) https://www.youtube.com/watch?v=VD98ZnvusY8 (daily routine) https://www.youtube.com/watch?v=D3o9X4pLUPQ (songs of daily routine) http://blogs.transparent.com/chinese/daily-activities/ (daily activities) http://www.bbc.co.uk/schools/primarylanguages/mandarin/school_day/daily_routine/ (daily routines) http://blogs.transparent.com/chinese/your-weekly-schedule-in-chinese/ (days and weekly schedule) https://www.youtube.com/watch?v=T_P5BbJOg3Y (school life) http://www.bbc.co.uk/schools/primarylanguages/mandarin/school_day/games/ (activities: school life) http://www.bbc.co.uk/schools/primarylanguages/mandarin/school_day/ (school subjects) https://www.chinesestep.com/chinese-words-mandarin-chinese-vocabulary/school-subjects/ (class subjects with pronunciation) http://www.bbc.co.uk/schools/primarylanguages/mandarin/school_day/times/ (telling time) https://www.youtube.com/watch?v=HxymVap530E(telling time) https://www.youtube.com/watch?v=KtyLmc1dc4Q(telling time) https://www.youtube.com/watch?v=rYDH8fEsqac(telling time) https://www.youtube.com/watch?v=dZ19nr6nyM8 (expression of feelings and conditions of being) http://www.bbc.co.uk/schools/primarylanguages/mandarin/school_day/places_in_school/ (places in schools) http://www.digmandarin.com/all-about-location-words.html (location words) http://www.bbc.co.uk/schools/primarylanguages/mandarin/numbers/games/ (activities: numbers) https://www.youtube.com/watch?v=ebQUaCALcuE (song of color) https://www.youtube.com/watch?v=ZkjO_WdKVOQ (song of color) https://www.youtube.com/watch?v=CxyNwmm68Rg (color) https://www.rocketlanguages.com/chinese/lessons/colors-in-chinese (vocabulary:color) https://www.youtube.com/watch?v=_gEsjNgq5tU&list=PLCaX8Z4AkGZqqESQDM29kFhJCVe0-gyeN&index=1 (likes/dislikes) https://www.youtube.com/watch?v=qggmXoc-FJ8 (likes/dislikes)

Chinese Unit 3 Resources: https://www.youtube.com/watch?v=JYedRu70Bmom (family members) https://www.youtube.com/watch?v=S_zVuHlhs-0 (songs of family members) https://www.youtube.com/watch?v=uc7qd9xPpDY (song of family members) 42 https://www.youtube.com/watch?v=nzV_8f455OY (family members) https://www.youtube.com/watch?v=W9OrOuAmNmw (family members) http://blogs.transparent.com/chinese/chinese-family-tree/ (vocabulary: family members) https://www.youtube.com/watch?v=wLJoPWNBjjA (family and culture) https://www.rocketlanguages.com/chinese/lessons/chinese-pronouns\ (possessive pronouns) https://www.youtube.com/watch?v=95S_CeVckzw (possessive pronouns) http://www.chineselanguageguide.com/grammar/pronouns.asp (pronouns & possessive pronouns) https://www.youtube.com/watch?v=bZAEsfZQ0e4 (feelings) https://www.rocketlanguages.com/chinese/lessons/describing-people-in-chinese (vocabulary with audio: personalities) https://www.youtube.com/watch?v=1omi_J2OWa0 (personalities) http://carlgene.com/blog/2012/07/135-personalities-in-mandarin-and-english/ (word bank: personalities) http://www.bbc.co.uk/schools/primarylanguages/mandarin/families/describing_people/ (family) http://www.bbc.co.uk/schools/primarylanguages/mandarin/families/pets/ (pets) http://www.bbc.co.uk/schools/primarylanguages/mandarin/families/describing_pets/ (describing pets) http://www.bbc.co.uk/schools/primarylanguages/mandarin/families/games/ (activity: family and pets) http://www.bbc.co.uk/languages/chinese/real_chinese/family/ (family)

Chinese Unit 4 Resources: https://www.youtube.com/watch?v=W6Y5rsNfx8s (traditional Chinese weddings) https://www.youtube.com/watch?v=hAJQefrZerA (traditional Chinese costumes, custom “politeness/礼”and dance) https://www.youtube.com/watch?v=hJnwg1BKqTo (folktale for Mid Autumn Day) https://www.youtube.com/watch?v=z2kyWDo38ZA (moon cakes for Mid Autumn Days) https://www.youtube.com/watch?v=ndknxk4v4QY&list=PL1r7eIj7rYoJEZ88esqo1bppo3n65oR8a (introduction to Mid-Autumn Festival) https://www.youtube.com/watch?v=noiouIzjJZE (New Year Traditions) https://www.youtube.com/watch?v=-O1RZP9yjPY (blessings for holidays) https://www.youtube.com/watch?v=r0Qaw5IjqoY (blessings for holidays) https://www.youtube.com/watch?v=Uod1OEVonKk (video about Chinese table manner) https://www.youtube.com/watch?v=oKWmIIo2Gz0 (video about how to use chopsticks) https://www.youtube.com/watch?v=867eVtmhNLU (culture: video of making hand made noodles)

French General Resources: http://www.childrensbooksforever.com/childrenpages/French.html (children's books in PDF) http://www.1jour1actu.com/ (French current events) http://www.laits.utexas.edu/tex/ http://www.francaisfacile.com/ http://bescherelle.com/ http://www.vatefaireconjuguer.com/ http://avosplumes.org/ https://quizlet.com/subject/french/ http://www.bbc.co.uk/schools/gcsebitesize/french/ (listening activities) 43 http://fr.ver-taal.com/reportages.htm (listening activities - commercials, newscasts) http://www.tf1.fr/tf1/programmes-tv (French TV) http://www.20min.ch/ro/videotv/ (Swiss videos) http://www.podcastfrancaisfacile.com/ (podcasts) http://www.dailyfrenchpod.com/ (podcasts) http://www.podcastfrancaisfacile.com/apprendre-le-francais/french-communication-dialogue-daily-life-listen-to-mp3.html

French Unit 1 Resources: https://www.youtube.com/watch?v=Iw9ibBgI0v4 (French Alphabet song) https://www.youtube.com/watch?v=WBWOMje8rmo (French Alphabet Rap) https://www.youtube.com/watch?v=UsEz58BblMY (# 1 – 20 Reggae worms) https://www.youtube.com/watch?v=wlYqz2unHKc (# 20 – 50 Reggae worms) https://www.youtube.com/watch?v=oIYvC7r05mU (# 50 – 70 Reggae worms) https://www.youtube.com/watch?v=mBnfF1khtP4 (Étienne – la salle de classe vocab) https://m3a.vhlcentral.com/sections/0/activities/30868?popup=1 (# 61 – 100) https://m3a.vhlcentral.com/sections/0/activities/30942?popup=1(# 101 and higher) https://m3a.vhlcentral.com/sections/0/activities/30885?popup=1 (# 0 – 60) https://m3a.vhlcentral.com/sections/0/activities/30877?popup=1 (reading– la poignée de main ou la bise) https://m3a.vhlcentral.com/sections/0/activities/36399?popup=1 (être/subject pronoun tutorial) https://m3a.vhlcentral.com/sections/0/activities/30896?popup=1 (adjective agreement) https://m3a.vhlcentral.com/sections/0/activities/30881/practice (nouns and articles) https://m3a.vhlcentral.com/sections/0/activities/30923/practice (descriptive adjectives) https://m3a.vhlcentral.com/sections/0/activities/26499/practice (telling time) https://m3a.vhlcentral.com/sections/0/activities/30879?popup=1 (flash culture: Salut) https://m3a.vhlcentral.com/sections/0/activities/30872?popup=1 (Map of Paris) https://m3a.vhlcentral.com/sections/0/activities/30924?popup=1 (Map of Bretagne) https://m3a.vhlcentral.com/sections/0/activities/30946?popup=1 (Reading: Cette semaine à Montréal) https://m3a.vhlcentral.com/sections/0/activities/31457?popup=1 (Map: Central and West Africa) http://www.1jour1actu.com/science/154163/ (Lecture) http://focus.tv5monde.com/metierjournaliste/ (video) https://m3a.vhlcentral.com/sections/0/activities/31423?popup=1 (Map: La Suisse)

French Unit 2 Resources: https://www.youtube.com/watch?v=Lpwf5N0rfVE (Days of the week – Alain Le Lait) https://www.youtube.com/watch?v=xVHzu60QVKI (Days of the week – Étienne) http://www.1jour1actu.com/info-animee/pourquoi-decide-t-on-de-journees-speciales-dans-le-calendrier/ http://www.1jour1actu.com/info-animee/pourquoi-les-ecoliers-francais-ne-sont-ils-pas-en-vacances-en-meme-temps/ http://www.1jour1actu.com/info-animee/changement-heure-2/ https://m3a.vhlcentral.com/sections/0/activities/26405?popup=1 (ER verbs conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/26424?popup=1 (Forming questions and negation) 44 https://m3a.vhlcentral.com/sections/0/activities/30937?popup=1 (IR verbs conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/30965?popup=1 (RE verbs conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/30871?popup=1 (Preposition of location) https://m3a.vhlcentral.com/sections/0/activities/30907?popup=1 (Interrogative words tutorial) https://m3a.vhlcentral.com/sections/0/activities/26480?popup=1 (Avoir conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/26357?popup=1 (Vocabulary Presentation – Academic Courses) https://m3a.vhlcentral.com/sections/0/activities/33617?popup=1 (Writing activity idea using interrogative) http://wes.org/gradeconversionguide/ (International Grade Conversion Guide For Higher Education) https://www.youtube.com/watch?v=p4ZDVtm1zRk (Peppa pig – la fête d’anniversaire) http://www.1jour1actu.com/france/ecole-ideale-70698/ (Lecture et comprehension orale: Avancé mais à utilizer selon les classes) http://www.1jour1actu.com/info-animee/pourquoi-certaines-cantines-proposent-un-menu-vegetarien/

French Unit 3 Resources: https://m3a.vhlcentral.com/sections/0/activities/27538?popup=1 (Vocabulary Presentation: La famille) https://m3a.vhlcentral.com/sections/0/activities/30949?popup=1 (Possessive Adjectives tutorial) https://m3a.vhlcentral.com/sections/0/activities/30914?popup=1 (Flash Culture video: La famille et les copains) https://m3a.vhlcentral.com/sections/0/activities/30911?popup=1 (Reading: La famille en France) https://m3a.vhlcentral.com/sections/0/activities/30873?popup=1 (Reading: Fido en famille)

French Unit 4 Resources: https://m3a.vhlcentral.com/sections/0/activities/30958?popup=1 (Passé compose with avoir tutorial) https://m3a.vhlcentral.com/sections/0/activities/30968?popup=1 (Vocabulary List: Les vêtements) https://m3a.vhlcentral.com/sections/0/activities/30915?popup=1 (Reading: Le café français) https://m3a.vhlcentral.com/sections/0/activities/30916?popup=1 (Flash Culture: Vidéo Au café) https://m3a.vhlcentral.com/sections/0/activities/30919?popup=1 (Tutorial: Prendre and Boire) https://m3a.vhlcentral.com/sections/0/activities/30925?popup=1 (Reading: Cybercafé Le Connecté) https://m3a.vhlcentral.com/sections/0/activities/30976?popup=1 (Tutorial: Direct Object Pronouns) https://m3a.vhlcentral.com/sections/0/activities/30963?popup=1 (Tutorial: Indirect Object Pronouns) https://m3a.vhlcentral.com/sections/0/activities/27550?popup=1 (Vocabulary Presentation: Surprise) https://m3a.vhlcentral.com/sections/0/activities/30954?popup=1 (Flash Culture video: Les fêtes)

French Unit 5 Resources: https://m3a.vhlcentral.com/sections/0/activities/30902?popup=1 (Aller – Conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/33343?popup=1(Writing Assignment: Write about family and friends) https://m3a.vhlcentral.com/sections/0/activities/30935?popup=1 (Faire conjugation tutorial) https://m3a.vhlcentral.com/sections/0/activities/27546?popup=1 (Vocabulary Presentation of Leisure) https://m3a.vhlcentral.com/sections/0/activities/30932?popup=1 (Reading: Le football) https://m3a.vhlcentral.com/sections/0/activities/30933?popup=1 (Flash Culture video: Les Loisirs) https://m3a.vhlcentral.com/sections/0/activities/27548?popup=1(Vocabulary Presentation: The weather) https://m3a.vhlcentral.com/sections/0/activities/30940?popup=1 (Reading: French Public Gardens) 45 https://m3a.vhlcentral.com/sections/0/activities/30948?popup=1 (Vocabulary List: Les loisirs) https://m3a.vhlcentral.com/sections/0/activities/30944?popup=1 (Stem-changing verbs tutorial) https://m3a.vhlcentral.com/sections/0/activities/27554?popup=1 (Vocabulary Presentation: Travel) https://m3a.vhlcentral.com/sections/0/activities/30971?popup=1 (Reading: Tahiti) https://m3a.vhlcentral.com/sections/0/activities/30972?popup=1 (Flash Culture: En vacances) https://www.youtube.com/watch?v=qxmX6Jp5Mk0 (weather report for France 2050 - global warming/environment)

Spanish General Resources: http://www.childrensbooksforever.com/childrenpages/Spanish.html (children's books in PDF) http://www.aprenderespanol.org (Video comic series/ Readings/ Grammar videos/ Vocabulary videos) http://www.senorjordan.com/ (Sr. Jordan Videos – Available on Youtube) http://personal.colby.edu/~bknelson/SLC/index.html (Barbara K. Nelson: Cultural Videos/ Readings/ Grammar) http://www.celebratelanguages.com/esextra.html (Videonovelas with activities) http://www.elhuevodechocolate.com/index.html ( Multitude of Resources: Authentic/ Reading/ Theatre) https://srtanrodriguez.wordpress.com/2013/03/18/top-20-websites-spanish-teachers-should-know-about-and-use/ (Srta Rodriguez) http://oflaslo.weebly.com/uploads/1/9/5/2/19527349/wl-spanishresources-weeb-combined3.docx (WL Spanish resources) http://misclaseslocas.blogspot.com/p/in-honor-of-my-100th-post-have-put.html (100 Resources for the Spanish Teacher) https://spanishplans.org/ (Recursos para profesores de español) http://www.drlemon.com/Grammar/basics.html (Dr. Lemon: Vocabulary/Grammar) https://rockalingua.com/videos (Music Based Spanish Learning) http://www.gpb.org/salsa/term/episode (Video lessons-Young Children) http://www.lightspeedspanish.co.uk/ (Culture/ Videos/ Podcasts/ Activities) https://quizlet.com/subject/spanish/ http://www.bbc.co.uk/schools/gcsebitesize/spanish/ (listening activities) http://www.thespanishexperiment.com/stories

Spanish Unit 1 Resources: https://m3a.vhlcentral.com/sections/0/activities/10296?popup=1 (Vocabulary Tutorial: ¿Cómo está?) https://m3a.vhlcentral.com/sections/0/activities/10297?popup=1 (Vocabulary Tutorial: Presentaciones) https://m3a.vhlcentral.com/sections/0/activities/10295?popup=1 (Vocabulary Tutorial: Los saludos y las despedidas) https://m3a.vhlcentral.com/sections/0/activities/10265?popup=1 (Listening: Hola, ¿qué tal?) https://m3a.vhlcentral.com/sections/0/activities/15310?popup=1 (Tutorial: Nouns and articles: forming plurals and agreement ) https://m3a.vhlcentral.com/sections/0/activities/15316?popup=1 (Tutorial: Numbers 1-30) https://m3a.vhlcentral.com/sections/0/activities/15321?popup=1 (Tutorial: Numbers 31 and higher) https://m3a.vhlcentral.com/sections/0/activities/15318?popup=1 (Tutorial: Telling time) https://m3a.vhlcentral.com/sections/0/activities/15317?popup=1 (Tutorial: Present tense of SER) https://m3a.vhlcentral.com/sections/0/activities/42225/popup?program_id=56 (Create a contact list) https://m3a.vhlcentral.com/sections/0/activities/40503/popup?program_id=56 (Identification of words in conversation) https://m3a.vhlcentral.com/sections/0/activities/40505/popup?program_id=56 ( Answering questions in context of a conversation) https://m3a.vhlcentral.com/sections/0/activities/11494?popup=1 (Fotonovela: Bienvenida Marrisa) 46 https://m3a.vhlcentral.com/sections/0/activities/10273?popup=1 (Culture: Saludos y besos en los países hispanos) https://m3a.vhlcentral.com/sections/0/activities/11502?popup=1 (Culture: Encuentros en la plaza) https://m3a.vhlcentral.com/sections/0/activities/13209?popup=1 (Cognates/Culture: Estados Unidos) https://www.youtube.com/watch?v=iaDwigX7sgA (Spanish-speaking Countries of the World) https://www.youtube.com/watch?v=q53gAvD60dA (Números 1-31) https://www.youtube.com/watch?v=rwWzMvPyVXA (¿Cómo soy?) https://www.youtube.com/watch?v=TxWugQUw2us (¿Cómo eres?) https://www.youtube.com/watch?v=JfpFDOS34yU (Cuantos años) https://www.youtube.com/watch?v=k8vSKZl7Nd8 (¿Cómo te llamas?) https://www.youtube.com/watch?v=kdDu8pFbnRc (Buenos días) https://www.youtube.com/watch?v=0Aw-yBBBLEI (Greetings) https://www.youtube.com/watch?v=m9eaWTKrBDk (Greetings and Goodbyes) https://www.youtube.com/watch?v=TaEe6_wikB8 (¿Cómo estás? Rap) https://www.youtube.com/watch?v=ij5R1YTG48Q (¿Cómo te llamas?) https://www.youtube.com/watch?v=44-E7jCmZzs (¿De dónde eres?) https://www.youtube.com/watch?v=9bFRTm4J7PM (¿De dónde eres tú?)

Spanish Unit 2 Resources: http://wes.org/gradeconversionguide/ (International Grade Conversion Guide For Higher Education) https://m3a.vhlcentral.com/sections/0/activities/10480?popup=1 (Vocabulary Tutorial: En la clase) https://m3a.vhlcentral.com/sections/0/activities/10481?popup=1 (Vocabulary Tutorial: La universidad y las materias) https://m3a.vhlcentral.com/sections/0/activities/10482?popup=1 (Vocabulary Tutorial: Los días de la semana) https://m3a.vhlcentral.com/sections/0/activities/12343?popup=1 (Vocabulary visual reference) https://m3a.vhlcentral.com/sections/0/activities/10324?popup=1 (Listening practice: En la clase) https://m3a.vhlcentral.com/sections/0/activities/10483?popup=1 (Listening practice: Los días de la semana) https://m3a.vhlcentral.com/sections/0/activities/15311?popup=1 (Tutorial: Regular -ar verbs) https://m3a.vhlcentral.com/sections/0/activities/15312?popup=1 (Tutorial: Regular -er and -ir verbs) https://m3a.vhlcentral.com/sections/0/activities/15319?popup=1 (Tutorial: Estar) https://m3a.vhlcentral.com/sections/0/activities/15329?popup=1 (Tutorial: Estar with conditions and emotions) https://m3a.vhlcentral.com/sections/0/activities/15328?popup=1 (Tutorial: Verbs with irregular YO forms) https://m3a.vhlcentral.com/sections/0/activities/15324?popup=1 (Tutorial:Verbs tener) https://m3a.vhlcentral.com/sections/0/activities/15320?popup=1 (Tutorial: Forming questions) https://m3a.vhlcentral.com/sections/0/activities/11192?popup=1 (Fotonovela: ¿Qué estudias?) https://m3a.vhlcentral.com/sections/0/activities/10354?popup=1 (Map of Spain) https://m3a.vhlcentral.com/sections/0/activities/11522?popup=1 (Culture: Festival de San Fermín) https://www.youtube.com/watch?v=Qmp4DjtWcuw (Running of the Bull España) https://www.youtube.com/watch?v=q0K6Yg9lFK8 (Gustar 1) https://www.youtube.com/watch?v=SJ0LC4RxbCA (Gustar 2) https://www.youtube.com/watch?v=MxAZR2GX6EY (Gustar 3) https://www.youtube.com/watch?v=zvN-cPkdV2A (Gustar + Nouns) 47 https://www.youtube.com/watch?v=jAgY7_08GT8 (Gustar + Inf.) https://www.youtube.com/watch?v=OYcoiUI5Ut8 (Gusta Song) https://www.youtube.com/watch?v=d2Dn0q-WP98 (Los meses) https://www.youtube.com/watch?v=JferwEVkMXo (Los Dias)

Spanish Unit 3 Resources: https://m3a.vhlcentral.com/sections/0/activities/10506?popup=1 (Vocabulary Tutorial: La familia) https://m3a.vhlcentral.com/sections/0/activities/10507?popup=1 (Vocabulary Tutorial: Otras personas) https://m3a.vhlcentral.com/sections/0/activities/10508?popup=1 (Vocabulary Tutorial: Profesiones) https://m3a.vhlcentral.com/sections/0/activities/12344?popup=1 (Visual representation of vocabulary) https://m3a.vhlcentral.com/sections/0/activities/10512?popup=1 (Listening Practice: La familia with family tree) https://m3a.vhlcentral.com/sections/0/activities/15322?popup=1 (Tutorial: Descriptive adjectives) https://m3a.vhlcentral.com/sections/0/activities/15323?popup=1 (Tutorial: Possessive adjectives) https://m3a.vhlcentral.com/sections/0/activities/42788/popup?program_id=56 (Writing an email) https://m3a.vhlcentral.com/sections/0/activities/11360?popup=1 (Flash Cultura: La familia) https://m3a.vhlcentral.com/sections/0/activities/10472?popup=1 (Fotonovela: Un domingo en familia) https://m3a.vhlcentral.com/sections/0/activities/11371?popup=1 (Geography: Map of Ecuador) https://m3a.vhlcentral.com/sections/0/activities/11372?popup=1 (Culture: Las Islas Galápagos)

Spanish Unit 4 Resources: https://m3a.vhlcentral.com/sections/0/activities/11496?popup=1 (Vocabulary Tutorial: La ropa) https://m3a.vhlcentral.com/sections/0/activities/11497?popup=1 (Vocabulary Tutorial: Ir de compras) https://m3a.vhlcentral.com/sections/0/activities/11499?popup=1 (Vocabulary Tutorial: Los colores) https://m3a.vhlcentral.com/sections/0/activities/12346?popup=1 (Vocabulary visual representation: Ir de compras) https://m3a.vhlcentral.com/sections/0/activities/11501?popup=1 (Listening practice: ¡De compras!) https://m3a.vhlcentral.com/sections/0/activities/11503?popup=1 (Listening practice: Los colores) http://www.westerwelle.net/conversion_table.htm (Measurements of clothing) https://m3a.vhlcentral.com/sections/0/activities/11520?popup=1 (Culture: La moda en Cuba) https://m3a.vhlcentral.com/sections/0/activities/15332?popup=1 (Tutorial: Direct Object of Nouns and Pronouns) https://m3a.vhlcentral.com/sections/0/activities/15313?popup=1 (Tutorial: Regular preterit tense verbs) https://m3a.vhlcentral.com/sections/0/activities/15337?popup=1 (Tutorial: Preterit tense verbs ser and ir) https://m3a.vhlcentral.com/sections/0/activities/15338?popup=1 (Tutorial: Preterit tense of stem-changing verbs) https://m3a.vhlcentral.com/sections/0/activities/15342?popup=1 (Tutorial: Preterit tense of irregular verbs) https://m3a.vhlcentral.com/sections/0/activities/15334?popup=1 (Tutorial: Indirect Object Pronouns) https://m3a.vhlcentral.com/sections/0/activities/11213?popup=1 (Flash Cultura: Comprar en los mercados) https://m3a.vhlcentral.com/sections/0/activities/11221?popup=1 (Geography: Map of Cuba) https://m3a.vhlcentral.com/sections/0/activities/11226?popup=1 (Panorama video: La santería) https://m3a.vhlcentral.com/sections/0/activities/11512?popup=1 (Fotonovela: En el mercado) https://m3a.vhlcentral.com/sections/0/activities/11395?popup=1 (Vocabulary Tutorial: Las celebraciones) https://m3a.vhlcentral.com/sections/0/activities/11397?popup=1 (Vocabulary Tutorial: Relaciones sentimentales) 48 https://m3a.vhlcentral.com/sections/0/activities/11398?popup=1 (Vocabulary Tutorial: Las etapas de la vida) https://m3a.vhlcentral.com/sections/0/activities/12349?popup=1 (Vocabulary visual representation: Las fiestas) https://m3a.vhlcentral.com/sections/0/activities/11399?popup=1 (Listening practice: Las fiestas) https://m3a.vhlcentral.com/sections/0/activities/11400?popup=1 (Listening practice: Las etapas de la vida) https://m3a.vhlcentral.com/sections/0/activities/11414?popup=1 Reading: La celebración de San Fermín) https://m3a.vhlcentral.com/sections/0/activities/11446?popup=1 (Readng/Culture: Sociedad) https://m3a.vhlcentral.com/sections/0/activities/11463?popup=1 (Flash Cultura: Las fiestas) https://m3a.vhlcentral.com/sections/0/activities/11472?popup=1 (Geography: Map of Chile) https://m3a.vhlcentral.com/sections/0/activities/11473?popup=1 (Culture: La Isla de Pascua)

Spanish Unit 5 Resources: https://m3a.vhlcentral.com/sections/0/activities/11379?popup=1 (Vocabulary Tutorial: Los pasatiempos) https://m3a.vhlcentral.com/sections/0/activities/11382?popup=1 (Vocabulary Tutorial: En el centro) https://m3a.vhlcentral.com/sections/0/activities/11383?popup=1 (Vocabulary Tutorial: Los deportes) https://m3a.vhlcentral.com/sections/0/activities/12345?popup=1 (Vocabulary visual representation: Los pasatiempos) https://m3a.vhlcentral.com/sections/0/activities/11225?popup=1 (Listening practice: Los pasatiempos) https://m3a.vhlcentral.com/sections/0/activities/11227?popup=1 (lstening practice: En el centro) https://m3a.vhlcentral.com/sections/0/activities/15325?popup=1 (Tutorial: The verb Ir) https://m3a.vhlcentral.com/sections/0/activities/15326?popup=1 (Tutorial: Stem-Changing verbs e:ie o:ue) https://m3a.vhlcentral.com/sections/0/activities/15327?popup=1 (Tutorial: Stem-Changing verbs e:i) https://m3a.vhlcentral.com/sections/0/activities/15324?popup=1 (Tutorial:Verb venir) https://m3a.vhlcentral.com/sections/0/activities/15330?popup=1 (Tutorial: Present progressive) https://m3a.vhlcentral.com/sections/0/activities/11425?popup=1 (Fotonovela: Video: Fútbol, cenotes y mole) https://m3a.vhlcentral.com/sections/0/activities/11433?popup=1 (Reading/Culture: Real Madrid y Barca- rivalidad total) https://m3a.vhlcentral.com/sections/0/activities/11488?popup=1 (Geography: Map of Mexico) https://m3a.vhlcentral.com/sections/0/activities/11489?popup=1 (Culture: Teotihuacán)