Suggested Supplementary Materials List

APPENDIX

All Languages and ESL Reference: Material World: A Global Family Portrait Peter Menzel ISBN 0-87156-430-0 If the World Were a Village David J. Smith 2002 ISBN 1-55074-779-7 Louder Than Words Sergio Aragones (comics) The Macmillan Visual Dictionary ISBN 0-02-578115-4 Classroom Items: Student White Boards Guess Who Board Game El Juego de los Oficios, Español Eggspert Game Show System, Carlex Bingo Oral Activity Books: (these can be ordered from Amazon) Pair Work I Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 0582514630 Pair Work 2 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514621 Pair Work 3 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514614 Group Work - Intermediate Peter Watcyn-Jones 2007 ISBN 9780582461581 Talk-a-tivities Richard Yorkey ISBN 9780201099119

French I Readers: J’apprends à lire Les Amours de Lulu Papineau et Lepage, ISBN 2-89512-245-8 Trop...C’est trop! Danielle Vaillancourt, ISBN 2-89512-241-5 Papa est un dinosaure Bruno St-Aubin, ISBN 2-89512-113-3 Drôle de cauchemar Bruno St-Aubin, ISBN 2-89512-133-8 Papa est un castor bricoleur Bruno St-Aubin, ISBN 2-89512-186-9 Bambou à l’école des singes Dominique Jolin, ISBN 2-89512-045-5 Bambou à la plage Dominique Jolin, ISBN 2-89512-130-3 Bambou au pays des Bambous Dominique Jolin, ISBN 2-89512-181-8 Un été pas comme les autres Huguette Zahler, ISBN 0-87720-479-9

French II Readers: J’apprends à lire Qu’on me chatouille les orteils! Bruno St-Aubin, ISBN 2-89512-247-4 Les bêtises des parent. LouiseTondreau-Levert, ISBN 2-89512-187-7 Felicio et le clown amoureux Mireille Villeneuve, ISBN 2-89512-239-3 L’incroyable invention de Félicio Mireille Villeneuve, ISBN 2-89512-131-1 Les mystères de Félicio Mireille Villeneuve, ISBN 2-89512-182-6 Pépé, Flox, et les chaussettes Marisol Sarrazin, ISBN 2-89512-047-1 Pépé, Flox et le facteur Marisol Sarrazin, ISBN 2-89512-075-7 Pépé, Flox et le bain Marisol Sarrazin, ISBN 2-89512-134-6

Fairbanks North Star Borough School District A-1 Adopted March 2, 2010 World Languages Curriculum Suggested Supplementary Materials List Les Amis de Gilda (Level 2/3 Readers) Papaye le panda Lucie Papineau, ISBN 2-89512-262-8 Pas de taches pour une girafe Lucie Papineau, ISBN 2-89512-261-x Pas de bananes pour une girage Lucie Papineau, ISBN 2-89512-010-2 Léonardo le lionceau Lucie Papineau, ISBN 2-89512-136-2 Oscar le drôle de ouistiti Lucie Papineau, ISBN 2-89512-193-1 Pépin le pingouin Lucie Papineau, ISBN 2-89512-252-0 Illustrated Tales (Level 2/3 Readers) Annabel et la Bête Dominique Demers, ISBN 2-89512-195-8 Vieux Thomas et la petite fée Dominique Demers, ISBN 2-89512-138-9 Un gnome à la mer Marie-Danielle Croteau, ISBN 2-89512-197-4 Mon rayon de soleil Marie-Francine Hébert, ISBN 2-89512-276-8 Décroche-moi la lune Marie-Francine Hébert, ISBN 2-89512-190-7 Le grand voyage de Monsieur Gilles Tibo, ISBN 2-89512-189-3 La grande aventure d’un petit mouton noir M. D. Croteau, ISBN 2-89512-053-6 Gontrand et le croissant des cavernes Marie-Danielle Croteau, ISBN 2-89512-054-4 Le jour des monstres Christiane Duchesne, ISBN 2-89512-044-8 Stella, fée des forêts Marie-Louise Gay, ISBN 2-89512-243-1 Stella, étoile de la mer Marie-Louise Gay, ISBN 2-89512-074-9 Edmond le prince des ratons Christiane Duchesne, ISBN 2-89512-140-0 Edmond et Amandine Christiane Duchesne, ISBN 2-89512-050-1 Edmond l’affreux raton Christiane Duchesne, ISBN 2-89512-002-1 Petit Gilles Lucie Papineau, ISBN 2-89512-212-1 La véridique histoire de Destructotor Carole Tremblay, ISBN 2-89512-142-7 Roméo, le rat romantique Carole Tremblay, ISBN 2-7625-8705-0 Marie-Baba et les 40 rameurs Carole Tremblay, ISBN 2-89512-008-0

French III Readers: J’apprends à lire La pire journée de Papi Dominique Demers, ISBN 2-89512-267-9 Momo sur Mars Carole Tremblay, ISBN 2-89512-242-3 Alex, le petit joueur de hockey Gilles Tibo, ISBN 2-89512-044-7 Alex numéro 2 Gilles Tibo, ISBN 2-89512-077-3 Alex et son chien Touli Gilles Tibo, ISBN 2-89512-135-4 Alex et la belle Sarah Gilles Tibo, ISBN 2-89512-188-5 Perline Pompette Dominique Demers, ISBN 2-89512-046-3 Un baiser pour Julos Christiane Duchesne, ISBN 2-89512-132-x Théodore le mille-pattes Carole Tremblay, ISBN 2-89512-183-4 Aux couleurs de l’enfance J’ai un beau château Marie-Francine Hébert, ISBN 2-89512-275-x Isidor Suzor Anique Poitras, ISBN 2-89512-273-3 Lancelot, le dragon Anique Poitras, ISBN 2-89512-164-8 Le grand magicien Gilles Tibo, ISBN 2-89512-271-7 Le petit musicien Gilles Tibo, ISBN 2-89512-167-2 Choupette et son petit papa Gilles Tibo, ISBN 2-89512-244-x David et la maison de la sorcière François Gravel, ISBN 2-89512-233-4 David et le Fantôme François Gravel, ISBN 2-89512-165-6 David et les monstres de la forêt François Gravel, ISBN 2-89512-166-4 David et le précipice François Gravel, ISBN 2-89512-222-9 Sauvez Henri! Yvon Brochu, ISBN 2-89512-223-7 Somerset – Le sixième arrêt Hélène Vachon, ISBN 2-89512-227-x

Fairbanks North Star Borough School District A-2 Adopted March 2, 2010 World Languages Curriculum Suggested Supplementary Materials List Léonie, le petit avion jaune Mireille Villeneuve, ISBN 2-89512-234-2 Le chien secret de Poucet Dominique Demers, ISBN 2-89512-272-5

French IV/AP Aux couleurs de l’enfance La belle histoire de Zigzag Yvon Brochu, ISBN 2-89512-274-1 Jomusch et le troll des cuisines C. Duchesne, ISBN 2-89512-205-9 Jomusch et la demoiselle d’en haut C. Duchesne, ISBN 2-89512-237-7 Marion et le Nouveau Monde Michèle Marineau, ISBN 2-89512-240-7 Christophe au grand coeur Nathalie Loignon, ISBN 2-89512-120-6 Du bout des doigts le bout du monde Nathalie Loignon, ISBN 2-89512-220-2 La mémoire de mademoiselle Morgane Martine Latulippe, ISBN 2-89512-224-5 Un été aux couleurs d’Afrique Dominique Payette, ISBN 2-89512-225-3 Les jeux sont faits Jean-Paul Sartre, ISBN 0-13-530675-2 Contes de la vieille Bretagne Souvestre/Luzel, ISBN 2-85882-688-9 Les pinceaux de Lascaux Girardet/Salas, ISBN 2-7118-4638-5 Charlemagne Duchet-Suchaux, ISBN 2-01-005615-9 Les chevaliers de la Table Ronde Ovazza, ISBN 2-7373-00004-5 Histoire des Français Miquel, ISBN 2-01-006970-6

Spanish (All Levels) Readers: Chumba la cachumba ISBN 980-257-114-8 The Bracelet Elizbeth Baffard, ISBN 1-58685-050-4 Activity Books: Expresión Oral Dual: Pretextos para hablar M. Ángeles Palomino, ISBN 84-711-238-X Oral Communication Activities: 50 Spanish Oral Communication Activities with Mini-Rubrics Wade Petersen ISBN 1-884473-01-6 Reference Materials for Students: English Grammar for Students of Spanish Emily Spinelli, ISBN 0-934034-3 Atlas: mis primeros conocimientos Andrew Solway, ISBN 1-58728-656-4 Usborne: Los Pueblos del Mundo Gillian Doherty & Anna Claybourne, ISBN 0-439-41834-8 The People’s Guide to Mexico Carl Franz, 2002. ISBN 1-56691-434-5 Breaking Out of Beginner’s Spanish Joseph J. Keenan, ISBN 0-292-74322-X 501 Spanish Verbs Christopher Kendris, ISBN 0-8120-9282-1 The American Heritage Dictionary, Spanish. Langensheit Pocket Dictionary Spanish/English ISBN 1-585730-55-6 Larousse Dictionary ISBN 782034202018 Larousse Pocket Dictionary ISBN 2-03-420801-3 A New Reference Grammar of Modern Spanish John Butt and Carmen Benjamin, ISBN 0-7131-6612-6 TPRS: ¡Cuéntame más! TPRS Curriculum for Middle School Spanish. Teacher’s Manual. Valerie Marsh & Christine Anderson, 2002 TPRS Publishing, Inc. ISBN: 978-0-9777911-3-2 ¡Cuéntame más! TPRS Curriculum for Middle School Spanish. Student Textbook. Valerie Marsh & Christine Anderson, 3rd Ed., 2002 TPRS Publishing, Inc. ISBN: 0-97779112-2

Fairbanks North Star Borough School District A-3 Adopted March 2, 2010 World Languages Curriculum Suggested Supplementary Materials List Spanish I Readers: Colección Cuatro Estaciones Josep M. Parramón Primavera ISBN 84-342-2303-1 Invierno ISBN 84-342-2306-6 Otoño ISBN 84-342-2305-8 Verano ISBN 84-342-2304-X La canción del sol: Mito Azteca Melinda Lilly, ISBN 1-58952-079-3 Corre, perro, corre PD Eastman, ISBN 1-880507-20-X La maldición de la cabeza perdida ISBN: 978-1-934958-97-1 Robo en la noche ISBN: 978-1-934958-57-5 Piratas del Caribe Package ISBN: 978-1-934958-34-6 Pobre Ana Lisa Ray Turner and Blaine Ray, ISBN 092972447-X Pobre Ana bailo tango Lisa Ray Turner and Blaine Ray ISBN 0-929724-45-3 Patricia va a California Lisa Ray Turner and Blaine Ray, ISBN: 092972450-X Casi se Muere Lisa Ray Turner and Blaine Ray, ISBN 0-929724-43-7 El viaje de su vida Lisa Ray Turner and Blaine Ray, ISBN 0929724496 Spanish Mini-Stories for Look, I Can Talk Blaine Ray, ISBN: 978-1-933814-02-5 Plaza Mayor 1 El Vecino del Quinto ISBN 8487099068 Los Reyes Magos ISBN 848709970X Reunión de Vecinos ISBN 8487099726 Serie el Mediterraneo La chica del tren ISBN 8489344728 ¿Dónde está Sonia? ISBN 8489344744 El secreto de las flores ISBN 8489344736 Serie Hotel Veramar Pero se casan con las morenas ISBN 8487099831 Serie Primera Plana Vuelo 505 con destino a Caracas ISBN 8487099106 Activity Books: Chico Chile series: Soy de México ISBN 075600548-5 Vamos a México ISBN 075600436-5 Vamos a España ISBN 075600435-7 Vamos a Suramérica ISBN 075600320-2 Famous Spanish Artists ISBN 075600505-1 Skinny Skits Patti Lozano ISBN 097088617-9 TPRS: Mini-Lecturas para ¡Cuéntame más! Carol Gaab & Kristy Placido, 2005 TPRS Publishing, Inc. ¡Cuéntame más! TPRS Curriculum. Student textbook. Carol Gaab & Kristy Placido, 2005 TPRS Publishing, Inc. ISBN 978-0-9777911-0-1 The New ¡Cuéntame más! TPRS Curriculum. Teacher’s Manual. Carol Gaab, 2005 TPRS Publishing, Inc. ISBN 978-0-9777911-1-8 Cuéntame Mucho Teacher Introductory Package ISBN 978-1-934958-84-1 Cuéntame Mucho Student Text ISBN 978-1-934958-27-8

Spanish II Readers: La gran aventura de Alejandro Abby Kanter, ISBN 87720-135-8 Viviana y su gran aventura mexicana Abby Kanter, ISBN 87720-475-4 Cuentos con sazón Lulu Delacre, ISBN 0-439-22649-X Mi propio auto Lisa Ray Turner and Blaine Ray, ISBN 0-929724-74-7

Fairbanks North Star Borough School District A-4 Adopted March 2, 2010 World Languages Curriculum Suggested Supplementary Materials List ¿Dónde está Eduardo? Lisa Ray Turner and Blaine Ray, ISBN 0929724690 El Viaje Perdido Lisa Ray Turner and Blaine Ray, ISBN 0929724593 Viva el Toro! Lisa Ray Turner and Blaine Ray, ISBN 0-929724-48-8 Plaza Mayor 1 El cartero no siempre llama dos veces ISBN 8487099122 Serie el Mediterraneo Trapos sucios ISBN 8489344752 Serie Hotel Veramar Más se perdió en Cuba ISBN 8487099823 Moros y cristianos ISBN 848709984X Serie Lola Lago, Detective Vacaciones al sol ISBN 8484431010 Una nota falsa ISBN 8484431029 Poderoso caballero ISBN 8484431037 Por amor al arte ISBN 8484431045 La llamada de la Habana ISBN 8484431053 Lejos de Casa ISBN 8484431061

Spanish III Readers: Aires de Fiesta De fiesta en invierno ISBN 8487099955 De fiesta en otoño ISBN 8489344051 De fiesta en primavera ISBN 8487099971 De fiesta en verano ISBN 8487099963 Don Quixote de la Mancha Miguel de Cervantes, (comic book) ISBN 1-884473-00-8 Leyendas de España ISBN 0-8442-7243-4 Leyendas Mexicanas ISBN 0-8442-7387-2 Momentos Hispanos ISBN 0-87720-520-5 Los ojos de Carmen ISBN 0-929724-92-5 Vida o muerte en el Cusco ISBN 1-60372-048-0

Spanish IV/AP Readers: Serie Hotel Veramar Ladrón de guante negro ISBN 8487099017 Doce rosas para Rosa ISBN 848709905X El Hidalgo de la Mancha ISBN 0-395-13390-4 Macario ISBN 0-395-12427-1 Spanish for Oral and Written Review ISBN 0-15-501093 El Gesticulador ISBN 0-13-273771-X El coronel no tiene quien le escriba ISBN 950-07-0089-1 Contextos ISBN 0-03-063844-5

Spanish III, IV, AP Magazines Motor Trend en Español National Geographic en Español Travel Leisure en Español Discover en Español People en Español. Readers Digest en Español

Fairbanks North Star Borough School District A-5 Adopted March 2, 2010 World Languages Curriculum Suggested Supplementary Materials List Professional Organizations

The American Association of Teachers of French (AATF) http://www.frenchteachers.org

The American Association of Teachers of German (AATG) http://www.aatg.org/

The Association of Teachers of Japanese (ATJ) http://www.aatj.org/atj/index.html

The Alliance of Associations of Teachers of Japanese (AATJ) http://www.aatj.org/

The American Association of Teachers of Slavic and Eastern European Languages (AATSEEL) http://www.aatseel.org/

The American Association of Teachers of Spanish and Portuguese (AATSP) http://www.aatsp.org/

The American Council on the Teaching of Foreign Language (ACTFL) http://www.actfl.org Created the National Standards for Foreign Languages in 1996

Alaskans for Language Acquisition (AFLA) http://www.afla-alaska.org/ The statewide professional association for world language educators

Asia Society http://www.asiasociety.org/ A useful site for creating a Mandarin Chinese curriculum

The American Sign Language Teachers Association (ASLTA) http://www.aslta.org/

Center for Advanced Research on Language Acquisition (CARLA) http://www.carla.umn.edu/

The National Council of Less Commonly Taught Languages (NCOLCTL) http://www.councilnet.org/ An organization which includes Japanese, Chinese, and Russian

National Network for Early Language Learning (NNELL) http://www.nnell.org/

National Council of Japanese Language Teachers (NCJLT) http://www.ncjlt.org/

Pacific Northwest Council of Teachers of Foreign Language (PNCFL) http://www.pncfl.org/ Membership is free with AFLA dues

Fairbanks North Star Borough School District A-6 Adopted March 2, 2010 World Languages Curriculum Professional Organizations Annual Local Language Events

International Friendship Day This is a free annual event taking place the third week of October and held at Pioneer Park. There are informational booths, dance exhibitions, entertainment, food, and cultural items for sale. It is a longstanding community event which celebrates the diversity of cultures in Fairbanks and encourages global understanding.

Regional Declamation Contest In January, local students participate in poetry recitation, impromptu dialogues, improvisational speech, and cultural trivia events by language and level. Students may register and participate in multiple events. The event venue rotates among the various high schools and includes a potluck, entertainment, and an awards ceremony which celebrate world languages. The contest draws on members of the community and UAF to organize, judge, facilitate, and advertise the events. Students at all grade levels are encouraged to participate and the event is open to the public.

State Declamation Contest The state contest is typically held in Anchorage in early February. The top two finishing students for each language event are then invited to participate in that event at the state level. One alternate in each category may be eligible for travel depending on the score achieved at the local declamation contest. Bus travel to the event is supported by the Fairbanks School District.

Fairbanks North Star Borough School District A-7 Adopted March 2, 2010 World Languages Curriculum Annual Local Language Events

Internet Resources

NOTE: Due to the dynamic nature of the Internet, websites are subject to change and should always be reviewed before student use. This is not an inclusive list, but developed for support.

Digital Dialects http://www.digitaldialects.com Provides a wide range of interactive games in a large variety of languages. The site includes geography games and is constantly being updated. Macromedia Flash Player is required.

World Language Resources http://www.suelebeau.com/languages.htm Has a large Hispanic resource element which links to WebQuest, PowerPoint presentations, and information on holidays, travel, and culture. Includes miscellaneous resources, practice exercises, and links to rubric sites. Links to French resources are located at the bottom of the webpage.

FL Teach (Foreign Language Teaching Forum) http://www.cortland.edu/flteach/flteach-res.html Contains links to collections of live television and radio programs. It includes a wide variety of specific links to all languages taught in Fairbanks, including ASL.

FreeRice http://www.freerice.com Allows students to match a definition to a given vocabulary word. For correct choices, students earn grains of rice that are then donated to the United Nations World Food Program to feed people in poverty. A legitimate program, it can be utilized in multiple languages.

Librarian Resource http://www.ipl.org/div/hello Home website created by librarians with many resources for 32 languages including dictionaries, cultural activities, and lessons. (ASL, German, French, Japanese, Spanish, Russian, and Chinese)

Mango Languages http://www.mangolanguages.com A free website which provides interactive lessons and courses including Spanish, French, German, Japanese, Mandarin Chinese, and Russian. The lessons contain both color-coded text and audio which facilitates hearing and seeing at the same time.

The Paperboy http://www.thepaperboy.com A resource to find newspaper articles in multiple languages. A useful resource for current information and/or coverage of a cultural event.

Fairbanks North Star Borough School District A-8 Adopted March 2, 2010 World Languages Curriculum Internet Resources Teacher's Discovery http://www.teachersdiscovery.com Products are numerous and are constantly being updated to reflect trends, fads, and the latest research. (Spanish, French, German, and Chinese)

Web Crawler http://www.webcrawler.com This website compiles search engines together. When you type in your inquiry (e.g. Spanish games, poems, or recipes) it gives you a specific list which you can easily browse for free online resources. It provides specific games for particular holiday celebrations which can be a useful tool for teaching culture.

WordReference www.wordreference.com A bilingual online translation dictionary for Spanish, French, Italian, German, and Russian.

Fairbanks North Star Borough School District A-9 Adopted March 2, 2010 World Languages Curriculum Internet Resources Language Specific Internet Resources

World Language Japanese Exploratory Japan Foundation, Los Angeles Omniglot http://www.jflalc.org/ http://omniglot.com/index.htm This site contains language-related articles Spanish and multilingual texts. It also has idioms, Don Quijote alphabet, reasons, and tips to language http://www.donquijote.org/Spanishla learning. nguage/games/# Don Quijote provides multiple WordReference Spanish language resources, a http://www.wordreference.com/ teacher's page, course information, A bilingual online translation dictionary and easily accessible links to Latin for Spanish, French, Italian, German, culture. The word search and Russian, and English. hangman games are student friendly French and are organized by topic. French Songs About.com: Spanish Language http://people.southwestern.edu/~prevots/so http://spanish.about.com ngs/ This site provides helpful This site has traditional and contemporary information on Spanish grammar and songs with lyrics and recordings for the articles pertaining to it. The site purpose of learning French. They are allows you to sign up for a free listed by theme and order of difficulty. Spanish language newsletter. Note: Contains pop-up ads. German Spanish Lessons German Online Dictionary http://www.123teachme.com http://dict.tu-chemnitz.de/ A comprehensive website with verb An online dictionary for the German conjugator, translator, games and classroom. lessons for beginner and intermediate.

Fairbanks North Star Borough School District A-10 Adopted March 2, 2010 World Languages Curriculum Language Specific Internet Resources Suggested Teacher Tools

Enchanted Learning www.enchantedlearning.com Great website for elementary world language teachers.

Language Games www.languagegames.org/ This website provides free online computer games in French, German, Italian, and Spanish. It has basic crossword puzzles, word searches, and hangman games.

Puzzlemaker www.puzzlemaker.com A free teacher created resource for use in the class. Easy to use and creates an answer key for you.

Fairbanks North Star Borough School District A-11 Adopted March 2, 2010 World Languages Curriculum Suggested Teacher Tools Rubric Internet Resources

CAPS Rubrics (Consortium for Assessing Performance Standards Rubrics) http://flenj.org/CAPS/?page=147 Focusing on the performance standards for world language, this website addresses the interpersonal, interpretive, and presentational modes at varying levels (novice, intermediate, advanced). Teachers can use the generic rubrics to create their own task-specific rubrics.

Kathy Schrock's Guide for Educators http://school.discoveryeducation.com/schrockguide/assess.html A subject specific website containing rubric builders and generators, as well as a wide variety of multimedia rubrics for any level.

LinguaFolio – National Council of Staff Supervisors for Languages (NCSSL) http://ncssfl.org/links/index.php?linguafolio This website contains detailed self-assessment checklists for all oral proficiency levels.

PALS: Rubrics (Performance Assessments for Language Students) http://fcps.edu/DIS/OHSICS/forlang/PALS/rubrics This website provides holistic reading and writing assessments by levels. It includes assessments at the interpretive and presentational levels for Level III, as well as analytic rubrics for fluent speakers.

Rubistar http://rubistar.4teachers.org/ Allows teachers to create rubrics for project-based assignments.

Fairbanks North Star Borough School District A-12 Adopted March 2, 2010 World Languages Curriculum Rubric Internet Resources Suggested General Activities (Aligned to Communication, Cultures, and Communities of the National Standards)

Communication Interpretive Mode Internet, movies, audio samples, PPP, guest speakers, TV shows, songs, poetry, Total Physical Response (TPR/TPRS), books, magazines, animations, manga/graphic novels, articles, newspapers, blog spots.

Interpersonal Mode Interviews, role plays, dialogues, TPR, emails, Q&A, guest speakers, group discussions, plays, puppet show, pen pals, blogs, wikis.

Presentational Mode Plays, puppet shows, songs, speeches, oral presentations/interpretations, dialogues, letters, reports, displays, posters, movies, PowerPoint presentations, recording audio presentation, TPR, storytelling, iMovies.

Cultures  cooking  music  arts  songs  crafts  poetry  plays  dances

Communities Sharing final products through SKYPE with community groups, partner or sister school, i.e., reports, oral presentations, dialogues, movies, songs, plays, puppet shows, displays, PowerPoint presentations, slide shows, letters, or research.

The National Standards also include Connections and Comparisons which allow students to make unique connections with other disciplines, to make independent observations on the nature of language, to better understand viewpoints of other cultures, and to demonstrate that knowledge. These two standards are conveyed through the Communication, Cultures, and Communities activities. Through rich cultural comparisons of their own culture and that of others, students develop keen insights attributable to studying world languages.

Fairbanks North Star Borough School District A-13 Adopted March 2, 2010 World Languages Curriculum Suggested General Activities Suggested Vocabulary/Activities Spanish I Themes Suggested Vocabulary Suggested Activities (Thematic Units)

Names, Places, Classroom ¿Puedo ir al baño…a mi casillero…a la enfermera…al fuente, por  Display commonly used phrases and responses to favor? encourage students to use them for their needs. Needs, Birthdays ¿Puedo usar el teléfono?  Assign students to research the number of years ¿Me puedes prestar un lapiz/una pluma, por favor? of foreign language study colleges require in the ¿Me permite hablar inglés? current College Handbook. ¿Hay tarea? ¿Hay un examen/una prueba hoy?  Alphabet: Review and identify the alphabet with ¿Cuál es la fecha? AlphaBits cereal.Teach “coma” y “punto” with No entiendo/No comprendo. the broken pieces. No sé  Use TPR to teach classroom objects. No me acuerdo/No recuerdo.  Spell out acronyms while students use the white ¿Qué quiere decir____? boards to show they understand their meanings. ¿Cómo se escribe______?  Teach the usted/tú differences through questions. ¿Cómo se dice _____ en español? Arrange chairs in two concentric circles with the Tengo una pregunta inner circle facing the outer circle. If the person Repite, por favor. across from them has a tie, they must use the Más despacio, por favor. usted form. Lo siento.  Spend extra time on distinguishing these numbers Presente, ausente using whiteboards.4, 5, 7, 14, 15, 50, 60, 70, 100. ¿Cómo te llamas? ¿Cómo se llama? Me llamo______. Emphasize the central consonants in 50, 60, 70. ¿Cuántos años tienes? ¿Cuántos años tiene? Tengo ____años. Play bingo and card games using numbers. Edad Repeat number exercises throughout the year ¿De dónde eres/es usted? Soy de ______.  Provide multiple opportunities for students to ¿Cuándo es tu/su cmpleaños? Mi cumpleaños es el ______de label countries on maps. ______, ______. Assign students to research their personal saint Alphabet  days on line calendars. Letra mayúscula, minúscula, palabra, frase, Numbers 0-100+birth and current year.  Assign students to sing traditional birthday songs Countries + país, al norte de, al sur de, al este de, al oeste de, entre, of Spanish speaking countries. isla, frontera, costa, pequeño, grande, sudamerica, centroamerica,

Fairbanks North Star Borough School District A-14 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I norteamerica, el caribe, europa Days of week, Months+ día, semana, mes, año Essential classroom vocabulary:: sacapuntas, horario, anuncios, pase, tarde, a tiempo, temprano. Meta(n) la silla. Saque/n una hoja de papel Siénte(n)se. Guarde(n) este papel Abra(n) el libro a página__ Cierre(n) la puerta Arregle(n) la mesa. Venga(n).(with gesture) Silencio (with gesture) Sí No (with gesture) Quizás/tal vez Nombre, apellido paternal, apellido maternal Búsque(n)lo en el diccionario. Empiecen! Comiencen! Mueva(n)se! Muestre(n)me! Sonria(n)! Siga(n) and Siga(n)me Greetings, Personal Greetings (including appropriate gestures) Buenos días, buenas  Encourage students to become accustomed to kiss tardes, buenas noches, hola people on the cheek as a greeting following Descriptions, Family, and Pets Despedidas: Tengo que irme, adiós, chau/chao, hasta_____ appropriate cultural traditions. (mañana, luego,.)  Create vocabulary lists and lessons using the most ¿Cómo estás/está usted? Bien, mal, muy bien, muy mal, más o difficult vocabulary first and the easiest last. menos, horrible, aburrido, cansado, contento, emocionado,  Vocabulary Circle game (a variation of musical enfermo, listo, nervioso, ocupado, preocupado, triste. enfadado/a chairs) Use pictures of physical actions and or enojado/a , ocupado, preocupado emotions. Arrange the chairs in a circle facing ¿Qué tal? inward with a chair missing. Hand out a picture to ¿Cómo eres? ¿Cómo es____? each student, except the one in the middle. Hand Es calvo, canoso, rubio, pelirrojo, moreno, Tiene barba, bigote, out at least 3 copies of the same word. Teach the Tiene pelo castaño, negro, corto, largo, rizado. lacio. Tiene ojos word. Each student must know the meaning of the cafes, claros, azules, verdes, etc. word he is holding. The person in the middle calls Divertido, aburrido, interesante, antipático, simpático, estricta, out a word; anyone with that word has to change inteligente, cómico, nuevo, bueno, malo, estudioso, aplicado, chairs. The person in the middle tries to grab a perezoso, distraido, agradable, desagradable, listo, sabio, tonto, chair. Usually there is a person in the center.

Fairbanks North Star Borough School District A-15 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I estúpido, timido, seguro, honesto.  Acquire a Guess Who board game and play in Colores: anaranjado, amarillo, marrón/café, morado, rosado/rosa, Spanish for physical descriptions of hair color, rojo, verde, azul, gris, negro, blanco eye color. Alto, mediano, bajo, hermoso, guapo, bello, bonito, feo, grande,  Assign the students to write anonymous pequeño, viejo, joven, gordo, delgado, fuerte, debil, gordo, complimentary descriptions of each other and delgado, flaco, fornido. pass them out like Valentines. Este es mi ..Esta es mi…Estos son mis..Estas son mis…  Colors: play Twister, to learn colors. Mucho gusto  Name the colors students are wearing. Encantado/encantada  Hit colored balloons around the room and call out Igualmente. the colors. El, la, los, las  Present a picture of Spain’s royal family labeled Un, una, unos, unas with first names to teach family vocabulary and Este, esta, estos, estas culture at the same time. Ese, esa, esos, esas  Assign students to bring family photos and Mi, mis, tu, tus, su, sus, nuestro/a/os/as describe their family members. De  Make a book about their families and present to Amigo/a/os/as, novio, novia, novios, familia, parientes, esposo, the class and as a family gift. marido, esposa, esposos, padre, papá, madre, mamá, padres, Assign the article “The King Who Saved His hermano, hermana, hermanos/as, hijo, hija, hijos/as, abuelo,  Country” from the book Traveler’s Guide: Spain abuela, abuelos, nieto, nieta, nietos, tío, tía, tios, sobrino, sobrina, for information about King Juan Carlos and the sobrinos, primo, prima, primos, -astro, -astra, medio-, mayor, 1984 attempted coup. menor Mascotas: perro, gato, pájaro, pez, y otras mascotas. Rey, reina, príncipe, princesa, infanta, dictador, guerra civil, dictadura, democracia, poder, golpe militar, gobierno, monarquía, republicano, nacionalista

Fairbanks North Star Borough School District A-16 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I Restaurant ch-ch = how to call a waiter in Spain  Menu: Allow students to earn extra credit by (this can be spread over multiple quarters to Restaurante, caro, barato, economico, de lujo, reserva, Camarero/a, preparing authentic dishes at home from teacher- allow students to experience different mesero/a, cocinero, mesa en el rincon, afuera, adentro, cerca de la approved recipes. The entire class can order from cuisines) ventana. them from a prepared menu. ¿Me puede traer la carta, por favor? = Can you bring me the menu,  Cutlery: Acquire a classroom set of placemats please? (Spain) from Color Connection. (Each placemat is Quisiera.....or Me gustaría..... (two different ways of saying "I missing different items.) Teach cutlery and see if would like...... " when ordering) the students can identify the missing flatware. Quiero...I want....  During a food event, require some new food- ¿Qué desea para tomar? Para comer? Algo más? related vocabulary. Menu categories: botanas/tapas/entremeses, sopas, ensaladas,  The numbers 100-1,000 are easy for students to Platos fuertes, carnes, aves, mariscos, pescado, frutas, learn. Focus on 500, 700, 900, 1,000 as the verduras/vegetales, postres, helados, bebidas, irregulars. All historical dates should be in ¿Qué es____? Spanish. ¿Cuales refrescos hay?  Numbers scrabble: Use card decks with ace =1 Hay…no hay… and face cards =0. Students play in pairs laying Me falta(n).... I'm missing. down one card at a time. They earn one point for .... la cuchara, el cuchillo, el cuchillo pequeño, el tenedor, el tazón, every digit in a number they correctly identify. la taza, el vaso, la servilleta, el platillo, el plato pequeño, el plato By adding a “0” to the end of a “1-3” it changes "La cuenta, por favor" or a signing gesture in the air (two ways of to “130” earning them one more point than asking for the bill) adding a 0 below the 3 to create 30. This game Numbers 100-1000 motivates students to try to make bigger numbers. Vale  You may purchase authentic foods via the Está frio, caliente, picante, asqueroso, guacala, rico, delicioso, Internet that are unavailable in local stores (e.g. Desayuno, almuerzo, cena jamón serrano, maté) Pruebalo! Pide! Gracias De nada Tengo hambre, tengo sed, Estoy satisfecho, lleno ¿La propina está incluida? Possible Spain dishes: tapas, flan, tortilla española, pescado frito, mariscos, churros, chocolate, paella Possible Mexican dishes: mole poblano, tamales Possible South American dishes: empanadas, matambre, alfajores, dulce de leche, ceviche, arepas Possible Caribe dishes: moros y cristianos, puerco dishes, tostones, platanos

Fairbanks North Star Borough School District A-17 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I School ¿Qué te gusta? ¿Qué le gusta? Me gusta(n), no me gusta(n) me  Assign students to complete blank charts of their cae bien… class schedules and after-school and weekend difícil, fácil activities. Discuss charts. la clase de literatura o inglés, español, francés, alemán,  Assign students to write 3 sentences a day matemáticas, ciencia, ciencias sociales, educación física, salud, describing their activities. Escuela, maestro, profesor, director, entrenador, enfermera,  Assign students to run a classroom supply store. secretaria, consejero, preparatoria/colegio, secundaria, primaria,  Use Teacher’s Discovery “me gusta” movie that kinder, pública, particular, materias, práctica effectively drills that phrase in 15 minutes. Necesito papel, cuaderno, carpeta, libro, pluma,, lápiz, regla,  Teach telling time using a classroom set of computadora, televisor, cinta, sacapuntas, (classroom supplies) kindergarten clocks. Llega/Viene a la escuela por autobus, pie, coche, bicicleta, moto  Use pictures of the school staff and building to ¿Qué hora es? Es mediodía, Es medianoche, Es la una y cuarto, teach vocabulary. Son las dos y media, Son cuarto para las dos, Son las dos menos  Assign students to create cards about their cuarto…de la mañana, de la tarde, de la noche favorite teachers for a “teacher appreciation” day. A las _____  Assign students to label a school map. El lunes, los fines de semana, a veces, muchas veces, Arrange a school-based treasure hunt to teach frequentemente  prepositions.  Assign students to examine yearbooks, school schedules and report cards from Mexico or other countries to compare to US school experiences.  Converse with e-pals. Sports, Activities, Hobbies Yo, tú, él ella, usted, nosotros, vosotros, ellos, ellas, ustedes  Teach students subject pronouns through gestures Juego fútbol, fútbol norteamericano, before requiring them to match verbs and basquetbol/baloncesto/basquet, volibol/voleibol, béisbol, subjects. Mix names with pronouns— (“Maria y sofbol/softbol., tenis, golf, boliche yo” is nosotros/as or “Maria y Elena” is ellas.) Hago atléitismo  Take pictures of your students playing sports or Lucho engaged in other activities. Nado  Ask students to bring to class their favorite action ir de compras, ir al cine shots to teach and practice verb forms. Duermo  Use color connections verb wall charts.  Use TPR storytelling and dialogues to practice verbs in context.  Practice verb conjugations through games, Mad Libs or drill websites such as http://conjuguemos.com

Fairbanks North Star Borough School District A-18 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I Holidays and Celebrations Cumpleaños, Día de Santo, Día de los Muertos, Navidad, Año  Teacher’s Discovery sells videos and posters (preferably near correct date) Nuevo, Día de los Reyes Magos, Quinceañeras, Carnival, about most Mexican holidays Cuaresma, Pascuas, Cinco de Mayo vs. Día de Independencia  Sweet 15 is a good movie about Quinceañeras. Regalo  Assign students to prepare foods associated with Voy, vas, va, vamos, van holidays, using authentic recipes. Doy, das, da, damos, dan  For Día de los Muertos, permit students to bring the favorite food of a deceased relative with a Resolutions or Plans for holidays: picture of the relative. Explain that this is the one Tener que +infinitive day that students will bring non-Latin food to Deber+infinitive class. Día de los Muertos can be compared to the Ir a +infinitive US Memorial Day. At the same time, it is their Necesitar+infinitive main fall family holiday where they miss school. Querer+infinitive  Use TPR storytelling to compare holidays as Pensar + infinitive celebrated by typical teens in the US and Mexico. ¿Quién? (con quien?) ¿Qué? ¿Cuándo? ¿Dónde? (adónde?) ¿Por  Assign students to learn holiday songs like “Dale qué? (porque) ¿Cuál? ¿Cómo? Dale, Dale” for piñata-breaking or “Las Posadas” or “Los Peces en el Rio”, for the Christmas season Weather and Geography Estaciones: primavera, verano, otoño, invierno  Use pictures to describe weather. ¿Qué tiempo hace? hace frio, hace calor, hace mucho calor, hace  Assign a daily classroom weather report. fresco, hace sol, hace viento, hace buen/mal tiempo, está caluroso,  Assign students to create weather report skits. está nublado, llueve, nieva, ¿Cuál es la temperatura? La  Assign students to research the weather on the temperatura es ____grados. internet in different Spanish-speaking countries Tengo calor, tengo frio. and then report their research to the class in Playa, mundo, tierra, montaña, sierra, desierto, llano, ecuador, los Spanish. Andes, selva, Selva Amazonica, rio como.  Assign students to record weather conditions on a map and draw conclusions about seasons on both sides of the equator.  Address wet/dry seasons in the tropics and the effects of altitude on climate.  Use TPR storytelling to compare typical seasonal activities in the US and other countries.  Create a brochure in Spanish for Fairbanks tourists with weather, seasons, and activities.

Fairbanks North Star Borough School District A-19 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I Clothes el traje, el vestido, el abrigo, la falda, los calcetines  Arrange a fashion show in which students choose el cinturón, el cinto, la camisa, la camiseta, los zapatos, la corbata, their outfits using clothes from home or from el pañuelo, el bolso, los guantes, la ropa interior, el collar, la classroom thrift store costume boxes. Assign pulsera, el arete, el reloj, el anillo, los anteojos or los lentes, la them carefully written fashion-descriptions, chaqueta, los botones, los pantalones, la blusa, el sombrero, los paying special attention to adjective order and chorts or los pantalones cortos, el pijama, el suéter, calzones, agreement. Students give the scripts to their hecho de algodón, lana, nailon, poliester, cuero partners to practice pronunciation. Videotape the show.  Arrange clothing races in which teams race to dress in whatever the teacher calls out.  Teacher’s Discovery makes a good clothing bingo game.  Display pictures of traditional indigenous clothing from Latin America.  Assign students to visit Spanish fashion or department store websites.  Assign the students to create clothing catalogs.  Assign the students to act out skits.  Use TPR storytelling to compare teen clothing in the US and in other countries. Basic Shopping: Pase  Simulation: Assign students to set up a clothing (may be combined with other units) Buenos días/tardes/noches store using thrift clothes. ¿En qué le puedo servir?  Assign students to run a real classroom store, ¿Cuánto cuesta(n)____? selling concessions or school supplies. Hay/no hay… ¿Es precio fijo? ¿Tiene cambio? Me falta(n)… ¿Puedo pagar con tarjeta de crédito/cheques de viajero/efectivo?

Fairbanks North Star Borough School District A-20 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I Communities Ciudad, pueblo, capital, calle, esquina, cuadra, iglesia, plaza,  Teach prepositions using gestures. escuela, universidad, fábrica, granja, hacendado, hacienda,  Assign students to create model cities or maps of campesino, la casa, el correo, el edificio, el restaurante, el estadio, a city on shower curtains or butcher block paper. el zoológico, el teatro, el cine, el hospital, el banco, el café, el Assign students to give each other directions, parque, el metro, el mercado, la escuela, el colegio, la universidad, steering matchbox cars to their destinations. el mercado, la tienda, la piscina/alberca, el aeropuerto, el hotel  Create a treasure hunt to see if students end up in dobla a la izquierda, dobla a la derecha the right locations. (todo) derecho  Using a local map, assign students to give arriba, abajo, al centro, adentro, cerca de, lejos de, a la izquierda directions to landmarks in Fairbanks and North de, a la derecha de, delante de, enfrente de, detrás de, arriba de, Pole. debajo de, por (aquí), alrededor de, por (el pasillo), encima de, sobre, fuera, al cabo de, al fondo de, al lado de, al otro lado de, junto a, aquí, acá, allí, allá, ahí, entre, próximo, hacia, hasta, antes de, después de, de, a, en, y, o Project Review  Assign students to create a web page or an e-book describing themselves.  Assign students to create a storybook.  Assign students an e-pal or pen pal.  Assign students to discuss their writing with the class. Dancing and Music Pie, mano, espalda, hombro, a la izquierda, a la derecha, adelante,  Teach students to identify: bachata, merengue, atrás salsa/cumbia/mambo, tango, andino music.  Teach the students basic dance steps to bachata, merengue, salsa/cumbia/mambo, and tango. Invite a guest dance instructor to teach them.  Teach the kids to dance with a partner with special emphasis on cultural standards for a couple dancing.  Use a rubric for grading dancing.  Arrange a school Latin Dance as a final event or invite the students to attend a community Latin dance.

Fairbanks North Star Borough School District A-21 Adopted March 2, 2010 World Languages Curriculum Suggested Vocabulary/Activities Spanish I Suggested Level I Instructional Framework

PERSONAL INFORMATION Ask/Tell:  greetings, introductions, leave-taking  age  where they are from  Cultural aspect: -discuss cultural differences

BASICS  numbers 0-100  colors  alphabet, accent marks, pronunciation  classroom commands and phrases  question words

SCHOOL  ask/tell time  numbers 100-1000  ask/tell about classes and school  ask/tell about teachers  ask/tell about classroom objects  use prepositions of location with objects  Cultural aspect: -compare target country’s public school routines and systems

WEATHER/SEASONS/CALENDAR  date and month  seasons  holidays  birthday

GEOGRAPHY  location of target countries  capitals  major geographic features of target countries  physical divisions of countries (regions, states, etc)  monetary units

SPORTS/HOBBIES  seasonal sports and activities  likes/dislikes  hobbies  ask/tell about daily activities

Fairbanks North Star Borough School District A-22 Adopted March 2, 2010 World Language Curriculum Suggested Level I Instructional Framework

FAMILY  relationships  physical description  personality description  household pets

HOME  rooms in house  basic furniture  basic chores

COMMUNITIES  places in the city (bank, library, restaurant, etc)  modes of transportation

FOOD  fruits, vegetables  meat and dairy  drinks  traditional dishes  holiday foods

CULTURE: as per teacher’s own experience and available resources  holidays, celebrations  arts  music  dance  politics  religion  famous people  national pastimes and interests

Fairbanks North Star Borough School District A-23 Adopted March 2, 2010 World Language Curriculum Suggested Level I Instructional Framework

Suggested Level II Instructional Framework

HEALTH  body parts  daily routines for self-care  symptoms of common illnesses  basic healthcare in target country

TRAVEL  making reservations  transportation  exchange currency

FOOD  restaurant-order/comment on food  market  Cultural aspect: . recopies/traditional foods from the target country . legends pertaining to food (Spanish) . bargaining

FAMILY  extended family  childhood (may introduce imperfect)

ANIMALS  basic animals  description  general habitat (farm, jungle, desert, etc.)  Cultural aspect: . symbolism of certain animals in the target country

SPORTS/HOBBIES  seasonal sports and activities  likes/dislikes  hobbies  ask/tell about daily activities

HOUSE  rooms  furniture  building materials  chores

Fairbanks North Star Borough School District A-24 Adopted March 2, 2010 World Languages Curriculum Suggested Level II Instructional Framework

 Cultural aspect: . family responsibilities at home . architecture of target country MEDIA AND TECHNOLOGY  newspapers  Internet  TV and films  Books  poetry

CULTURE  art  dance  music  holidays  nationalities of target countries  famous speakers from target countries

PROFESSIONS  basic professions in the masculine and feminine forms  post-secondary education in target countries  after-school jobs

Fairbanks North Star Borough School District A-25 Adopted March 2, 2010 World Languages Curriculum Suggested Level II Instructional Framework

Suggested Level III Instructional Framework

ENHANCEMENT OF PERSONAL INFORMATION  family  friendship  school  hobbies  opinions

LIFESTYLES  compare traditional and contemporary lifestyles  discuss one’s own habits as a child compared to today’s habits  relation of food and culture in target countries  taking care of oneself (daily routine and health)  influence of the media in target countries

LITERATURE  legends or short stories, fairy tales, or articles

MUSIC AND ART  contemporary and traditional music and art from target countries  express basic opinions of music and art

ENVIRONMENT  express cause and effect  vocabulary for ecology and sustainable economy  research environmental issues in target countries

CULTURAL HERITAGE  social issues of the target countries (e.g. immigration, poverty, gender, politics, religion, etc.)  stereotypes

Fairbanks North Star Borough School District A-26 Adopted March 2, 2010 World Languages Curriculum Suggested Level III Instructional Framework

Suggested Level IV Instructional Framework

GEOGRAPHY HISTORY GOVERNMENT/POLITICS SOCIAL ORDER EDUCATION THE ENVIRONMENT ARCHITECTURE LITERATURE THE ARTS: Music, Art, Theater, Film, Dance CUISINE SPECIAL PROJECTS OF STUDENTS (as approved by instructor)

MASTERY CORE OBJECTIVES  improve comprehension of native speakers  improve comprehension of audio communication such as music, film, and radio or television programs  communicate with native speakers on familiar topics  discuss familiar topics with increasing fluency and grammatical accuracy  discuss and evaluate abstract and complex topics from authentic selections  discuss current events and social issues  write compositions which develop complex topics  compose original works (such as poetry, plays, short stories, etc.)  participate in multicultural events in the community or school  further explore the culture of target countries  explore exchange programs  develop a deeper understanding of one’s own language and culture through the study of the target language  explore professions and career opportunities in which using the target language is advantageous

Fairbanks North Star Borough School District A-27 Adopted March 2, 2010 World Languages Curriculum Suggested Level IV Instructional Framework

Suggested AP Instructional Framework

ENRICHMENT ACTIVITIES  interview with a native speaker  debate on political, social, or economic current events  analyze historic and cultural events and their influence on the United States  produce extended oral presentations and research papers using visual and technological support

Fairbanks North Star Borough School District A-28 Adopted March 2, 2010 World Languages Curriculum Suggested AP Instructional Framework

ALASKA CONTENT STANDARDS World Languages

A student should be able to communicate in two or more languages, one of which is English. A

A student who meets the content standard should: 1) understand written and oral communication in two or more languages; 2) write and speak understandably in two or more languages; 3) use two or more languages effectively in real life situations; and 4) use two or more languages to learn new information in academic subjects.

B A student should expand the student’s knowledge of peoples and cultures through language study.

A student who meets the content standard should: 1) understand the relationship between language and culture; 2) learn about and experience surface characteristics of the culture, including art, cuisine, dance, dress, geography, history, music, and literature; 3) learn about and experience deep characteristics of the culture, including folkways, mores, laws, traditions, customs, and patterns of behavior; 4) improve the student’s understanding of the student’s language and culture through experiences with other languages and cultures; 5) apply knowledge of the functions and structure of one language to the study of another language; and 6) recognize through language study that all cultures contribute to the global society.

A student should possess the language skills and cultural knowledge necessary to participate C successfully in multilingual communities and the international marketplace.

A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, pen pals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the international marketplace; and 4) apply language skills and cultural knowledge to enhance the student’s intellectual and social growth and to promote life-long learning.

Fairbanks North Star Borough School District A-29 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

ALASKA CONTENT STANDARDS Arts

A student should be able to create and perform in the arts. A

A student who meets the content standard should; 1) participate in dance, drama, music, visual arts, and create writing; 2) refine artistic skills and develop self-discipline through rehearsal, practice, and revision; 3) appropriately use new and traditional materials, tools, techniques, and processes in the arts; 4) demonstrate the creatively and imagination necessary for innovative thinking and problem solving; 5) collaborate with others to create and perform works of art; 6) integrate two or more art forms to create a work of art; and 7) investigate careers in arts production.

A student should be able to understand the historical and contemporary role of the arts in Alaska, B the nation, and the world.

A student who meets the content standard should: 1) recognize Alaska Native cultures and their arts; 2) recognize United States and world cultures and their arts; 3) recognize the role of tradition and ritual in the arts; 4) investigate the relationships among the arts and the individual, the society, and the environment; 5) recognize universal themes in the arts such as love, war, childhood, and community; 6) recognize specific works of art created by artists from diverse backgrounds; 7) explore similarities and differences in the arts of world cultures; 8) respect differences in personal and cultural perspectives; and 9) investigate careers relating to arts history and culture.

A student should be able to critique the student's arts and the art of others. C

A student who meets the content standard should: 1) know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme; 2) examine historical and contemporary works of art, the works of peers, and the student's own works as follows: a. identify the piece; b. describe the use of basic elements; c. analyze the use of basic principles; d. interpret meaning and artist's intent; e. express and defend an informed opinion; 3) accept and offer constructive criticism; 4) recognize and consider an individual's artistic expression; 5) exhibit appropriate audience skills; and 6) investigate careers relating to arts criticism.

Fairbanks North Star Borough School District A-30 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

(Alaska Content Standards, Arts continued…)

A student should be able to recognize beauty and meaning through the arts in the student's life. D

A student who meets the content standard should: 1) make statements about the significance of the arts and beauty in the student's life; 2) discuss what makes an object or performance a work of art; 3) recognize that people tend to devalue what they do not understand; 4) listen to another individual's beliefs about a work of art and consider the individuals' reason for holding those beliefs; 5) consider other culture's beliefs about works or art; 6) recognize that people connect many aspects of life through the arts; 7) make artistic choices in everyday living; and 8) investigate careers related to the search for beauty and meaning, which is aesthetics.

Fairbanks North Star Borough School District A-31 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

ALASKA CONTENT STANDARDS Technology

A student should be able to operate technology-based tools. A

A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and world-wide networks; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems.

A student should be able to use technology to locate, select, and manage information. B

A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media; and 3) select relevant information by applying accepted research methods.

A student should be able to use technology to explore ideas, solve problems, and derive meaning. C

A student who meets the content standard should: 1) use technology to observe, analyze, interpret, and draw conclusions; 2) solve problems both individually and with others; and 3) create new knowledge by evaluating, combining, or extending information using multiple technologies.

A student should be able to use technology to express ideas and exchange information. D

A student who meets the content standard should: 1) convey ideas to a variety of audiences using publishing, multi-media, and communications tools; 2) use communications technology to exchange ideas and information; and 3) use technology to explore new and innovative methods for interaction with others.

A student should be able to use technology responsibly and understand its impact on individuals E and society.

A student who meets the content standard should: 1) evaluate the potentials and limitations of existing technologies; 2) discriminate between responsible and irresponsible uses of technology; 3) respect others’ rights of privacy in electronic environments; 4) demonstrate ethical and legal behavior regarding intellectual property, which is the manifestation of an original idea, such as computer software, music, or literature; 5) examine the role of technology in the workplace and explore careers that require the use of technology; 6) evaluate ways that technology impacts culture and the environment; 7) integrate the use of technology into daily living; and 8) recognize the implications of emerging technologies.

Fairbanks North Star Borough School District A-32 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

ALASKA CONTENT STANDARDS Cultural Standards

Culturally-knowledgeable students are well grounded in the cultural heritage and traditions of A their community.

Students who meet this content standard are able to: 1) assume responsibilities for their role in relation to the well being of the cultural community and their life- long obligations as a community member; 2) recount their own genealogy and family history; 3) acquire and pass on the traditions of their community through oral and written history; 4) practice their traditional responsibilities to the surrounding environment; 5) reflect through their own actions the critical role that the local heritage language plays in fostering a sense of who they are and how they understand the world around them; 6) live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior, and; 7) determine the place of their cultural community in the regional, state, national, and international political and economic systems.

Culturally-knowledgeable students are able to build on the knowledge and skills of the local B cultural community as a foundation from which to achieve personal and academic success throughout life.

Students who meet this cultural standard are able to: 1) acquire insights from other cultures without diminishing the integrity of their own; 2) make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live; 3) make appropriate choices regarding the long-term consequences of their actions, and; 4) identify appropriate forms of technology and anticipate the consequences of their use for improving the quality of life in the community;

Culturally-knowledgeable students are able to actively participate in various cultural C environments.

Students who meet this cultural standard are able to: 1) perform subsistence activities in ways that are appropriate to local cultural traditions; 2) make constructive contributions to the governance of their community and the well-being of their family; 3) attain a healthy lifestyle through which they are able to maintain their social, emotional, physical, intellectual, and spiritual well-being, and; 4) enter into and function effectively in a variety of cultural settings.

Fairbanks North Star Borough School District A-33 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

(Alaska Content Standards, Cultural Standards continued)

Culturally-knowledgeable students are able to engage effectively in learning activities that are D based on traditional ways of knowing and learning.

Students who meet this cultural standard are able to: 1) acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders; 2) participate in and make constructive contributions to the learning activities associated with a traditional camp environment; 3) interact with Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community; 4) gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance; 5) identify and utilize appropriate sources of cultural knowledge to find solutions to everyday problems, and; 6) engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills.

Culturally-knowledgeable students demonstrate an awareness and appreciation of the E relationships and processes of interaction of all elements in the world around them.

Students who meet this cultural standard are able to: 1) recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others; 2) understand the ecology and geography of the bioregion they inhabit; 3) demonstrate an understanding of the relationship between world view and the way knowledge is formed and used; 4) determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems; 5) recognize how and why cultures change over time; 6) anticipate the changes that occur when different cultural systems come in contact with one another; 7) determine how cultural values and beliefs influence the interactions of people from different cultural backgrounds, and; 8) identify and appreciate who they are and their place in the world.

Fairbanks North Star Borough School District A-34 Adopted March 2, 2010 World Languages Curriculum Alaska Content Standards

STANDARDS FOR FOREIGN LANGUAGE LEARNING in the 21st Century

COMMUNICATION Communicate in Languages Other Than English

 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions  Standard 1.2: Students understand and interpret written and spoken language on a variety of topics  Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES Gain Knowledge and Understanding of Other Cultures

 Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied  Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS Connect with Other Disciplines and Acquire Information

 Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language  Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS Develop Insight into the Nature of Language and Culture

 Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own  Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES Participate in Multilingual Communities at Home & Around the World

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

From Standards for Foreign Language Learning in the 21st Century, 3rd ed. A collaborative project of ACTFL (American Council on the Teaching of Foreign Languages) AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and NCJLT-ATJ. The National Standards for Foreign Language Education. Reprinted with permission.

Fairbanks North Star Borough School District A-35 Adopted March 2, 2010 Standards for Foreign Language Learning