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  • Overview
  • Level 1
  • Level 2
  • Level 3
  • Level 4

World Language Objectives

We believe that teachers do their best work in groups, not in isolation. We work together as teachers to respond to student learning, to adapt our teaching styles, and to find ways to meet the needs of all students. These standards and objectives are endorsed by Alpine School District, the Utah State Board, and the national association for language teachers (ACTFL).

What does proficiency mean?

Proficiency is oral language. That is measured on the ACTFL proficiency scale, used by both state and federal governments to measure how well someone speaks a language. ACTFL has updated their guidelines as of Spring 2012. We want your student to be proficient in French. That means a focus on speaking, reading, writing, and listening.

(FSI) Scale

ACTFL Scale

Definition

5

Distinguished

Able to speak like an educated native speaker

4+
4
3+
3

Superior

Able to speak the language with sufficient structural accuracy and vocabulary in most formal and informal conversations

2+

Adv-High

Adv-Mid

Able to satisfy most work requirements and show some ability to communicate on concrete topics

2

Adv-Low

Able to satisfy routine social demands and limited work requirements

1+

Int-High

Able to satisfy all survival needs and most social demands

1

Int-Mid

Able to satisfy most survival needs and some limited social demands

 

Int-Low

Able to satisfy basic survival needs and minimum courtesy requirements

0+

Novice-High

Able to satisfy needs with learned utterances

0

Novice-Mid

Able to operate in only a very limited capacity

 

Novice-Low

Unable to function in the spoken language

 

Cave-man

No ability whatsoever in the language

Where can I expect to be at the end of level 1, 2, or 3?

Nationally, statistics have shown that students only reach the Novice-High level after level 1, and then plateau through years 2 and 3, staying at Novice-High.

My goal and the goals of Alpine School District are as follows:

Level 1

  • Students at the end of level 1 should reach novice-mid in all areas, but novice-low in presentational speaking.
  • Novice-low learners can use single words and memorized phrases, can understand a few familiar words and words that are similar to those in my own language, can identify some words, phrases, or characters, especially those that are similar to words in my own language, can provide information about myself and my immediate surroundings using single words or memorized phrases, and can copy some characters and words.
  • Novice-mid learners can interact with help using words, phrases, memorized expressions, can answer simple questions on very familiar topics, can understand some everyday words, phrases, and questions aobut themselves, personal experiences, and surroundings, when people speak slowly and clearly or there is repetition, can understand familiar words, phrases, and simple sentences, can provide information about themselves and their immediate surroundings using words, phrases, and memorized expressions, and can provide some basic information on familiar topics in lists, phrases, and memorized expressions.

Level 2

  • Students at the end of level 2 should reach novice-high in all areas, but novice-mid in presentational speaking.
  • Novice-high learners can exchange information about familiar tasks, topics, and activities, can handle short social interactions using phrases and simple sentences, but may need help or visuals to keep the conversation going, can understand some ideas on familiar topics containing phrases, simple sentences, and frequently used expressions, can understand the main poin in short conversations, messages, and announcements, can understand the main ideas in simple texts that contain familiar vocabulary, can provide basic information on familiar topics using phrases and simple sentences, and can create descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.

Level 3

  • Students at the end of level 3 should reach intermediate-low in all areas, but novice-high in presentational speaking.
  • Intermediate-low learners can begin and carry on a conversation on a limited number of familiar topics, can ask and answer simple questions and exchange information in familiar situations using phrases and a series of sentences, can understand the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messages, can understand the main idea and some details in texts that contain familiar vocabulary, can provide information on familiar topics using a series of sentences with some details, and can write on familiar topics and experiences using a series of sentences or a short paragraph with some details.

Level 4

  • Students at the end of level 4 should reach intermediate-mid in all areas, but intermediate-low in presentational speaking.
  • Intermediate-mid learners can state views and carry on conversations on a variety of familiar topics and in uncomplicated situations, can understand the main idea and many details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages, can understand the main idea and many details in texts that contain familiar vocabulary and some details in texts that contain unfamiliar vocabulary, can describe experiences, events, and plans, and give opinions, narrate a story, and make a simple factual presentation using connected sentences with many details, and can write communications, descriptions, and explanations on familiar topics using connected sentences with many details.

Considering how most people's experience of taking a foreign language goes, it should be noted that this is a huge jump. At the same time, it is very realistic. Follow the links above to learn more about the specific tasks or functions students should be able to do at each level.

What can I do to ensure I meet these goals?

The biggest variable is time, learning a language takes time to practice what we are doing in class. You have to realize that if we combined the amount of time in class for just one year, it would amount to only 5 1/4 days or 128 hours. For you to be a successful language learner, you need to find and use every opportunity to speak the language. This means talking with your friends and family, coming to class, and really participating in class.

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Level 1 Objectives

We believe that teachers do their best work in groups, not in isolation. We work together as teachers to respond to student learning, to adapt our teaching styles, and to find ways to meet the needs of all students. Here is a link to level 1 units and objectives. pdf

 

ALPINE SCHOOL DISTRICT – LAKERIDGE JUNIOR HIGH SCHOOL
WORLD LANGUAGE
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL

 

LEVEL 1
UNIT 1 – What’s up dude?  
Students will be practicing getting to know another person and how to introduce themselves to understand their own identity and the identity of others. They will learn the how to spell words, understand simple directions, and become good at listening for understanding.
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                LEARNING INDICATORS

  • NL.IC.1 – I can greet my peers.
  • NL.IC.2 – I can introduce myself to someone.
  • NM.IC.1 – I can greet and leave people in a polite way.
  • NL.IL.1 – I can occasionally identify the sound of a character or a word.
  • NL.IL.2 – I can occasionally understand isolated words that I have memorized, particularly when accompanied by gestures or pictures.
  • NM.IL.2 – I can recognize and sometimes understand basic information in words and phrases that I have memorized.
  • NL.IR.1 – I can recognize a few letters or characters.
  • NL.PS.1 – I can recite words and phrases that I have learned.
  • NL.PW.1 – I can copy some characters or letters and words that I see on the wall or board, in a book, or on the computer.
  • N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.
  • N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.

UNIT 2 – Living la Vida Lakeridge
Students will share their school experiences, talk about their classes and teachers, and discuss what they need to get ready for school. They will compare and contrast their experiences with those of other cultures and countries. Students will also learn to describe a school day.
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                LEARNING INDICATORS

  • NL.IC.3 – I can answer a few simple questions.
  • NL.IC.2 – I can introduce myself to someone (repeat).
  • NM.IL.1 – I can understand a few courtesy phrases.
  • NL.IR.2 – I can connect some words, phrases, or characters to their meanings.
  • NL.PS.2 – I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.
  • NL.PW.1 – I can copy some characters or letters and words that I see on the wall or board, in a book, or on the computer (repeat).
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.

 

 

UNIT 3 – What you wanna do? I don’t know, what do you wanna do?
Students will learn to describe how they spend their free time, with whom, and where. They will be able to discuss a variety of sports and activities and consider how classmates and people from other cultures spend their time. Students will present a cultural report to the class.
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                LEARNING INDICATORS

  • NM.IC.4 – I can make some simple statements in a conversation.
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes.
  • NM.IR.1 – I can recognize words, phrases, and characters with the help of visuals.
  • NL.PS.4 – I can recite short memorized phrases, parts of poems, and rhymes.
  • NM.PS.4 – I can talk about my daily activities using words, phrases, and memorized expressions.
  • NL.PW.3 – I can label familiar people, places, and objects in pictures.
  • N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with others.
  • N.CP.3 – I can identify ways in which cultures are globalized.

UNIT 4 – What’s for lunch?
Students are able to talk about different meals they like or dislike. They will learn about different practices of eating out in other countries and cultures. They will experience different foods and make food for others. Students will discuss manners and other eating customs. They will be able to understand menus and put together one of their own.
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                LEARNING INDICATORS

  • NM.IC.3 – I can answer a variety of simple questions (repeat).
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes (repeat).
  • NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know (repeat).
  • NL.PS.3 – I can introduce myself to a group.
  • NM.PW.3 – I can list my daily activities and write lists that help me in my day-to-day life.
  • N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
  • N.CIA.3 – I can use memorized languages, and very basic cultural knowledge to accomplish simple, routine tasks.

UNIT 5 – Family matters
Students will be able to describe their family. They will be able to give basic information about themselves and their family. They will be able to talk about their likes and dislikes, their personality, and what they look like. They will present on families in other cultures and countries.
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                LEARNING INDICATORS

  • NM.IC.5 – I can ask some simple questions.
  • NM.IC.6 – I can communicate basic information about myself and people I know.
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes (repeat).
  • NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know.
  • NM.PS.1 – I can present information about myself and others using words and phrases.
  • NM.PS.2 – I can express my likes and dislikes using words, phrases, and memorized expressions.
  • NM.PW.2 – I can write about myself using learned phrases and memorized expressions.
  • N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.
  • N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with others.

UNIT 6 – #Chillin
Students will plan and discuss what they want to do with their friends. They will be able to invite friends to activities and accept or reject invitations. They will describe where they go to hang out with friends, such as giving an address or describing the place.
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                LEARNING INDICATORS

  • NM.IC.2 – I can introduce myself and others.
  • NM.IC.5 – I can ask some simple questions (repeat).
  • NM.IC.7 – I can communicate some basic information about my everyday life.
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes (repeat).
  • NM.IR.1 – I can recognize words, phrases, and characters with the help of visuals (repeat).
  • NM.PS.3 – I can present information about familiar items in my immediate environment.
  • NM.PW.1 – I can fill out a simple form with some basic personal information.
  • N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.

 

UNIT 7 – A whole new world!
Students describe and plan a trip to another country. They will purchase a ticket on a plane. Students will describe what they are going to do in the country, and give details about the duration of the travel, the weather and season, and particular sites or landmarks they will visit. Students will be able to identify important landmarks in a city and discuss the geography of the foreign countries they study.
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                LEARNING INDICATORS

  • NM.IC.7 – I can communicate some basic information about my everyday life (repeat).
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes (repeat).
  • NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know (repeat).
  • NM.PS.1 – I can present information about myself and others using words and phrases (repeat).
  • NM.PS.5 – I can present simple information about something I learned using words, phrases, and memorized expressions.
  • NM.PW.4 – I can write notes about something I have learned using lists, phrases, and memorized expressions.
  • N.CIA.3 – I can use memorized languages, and very basic cultural knowledge to accomplish simple, routine tasks.
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CP.2 – I can identify some characteristics of national identity.

Note: Abbreviations are used for learning indicators. For the major level (N) indicates novice, (I) intermediate, and (A) advanced. The sub-levels of low, middle, and high are indicated with the addition of (L, M, and H) respectively. The next grouping indicates the mode of communication: Interpersonal Communication (IC), Interpretive Listening (IL), Interpretive Reading (IR), Presentational Speaking (PS), and Presentational Writing (PW). The number indicates the standard. For the entire Utah Core, please see: http://www.schools.utah.gov/CURR/worldlang/Home/UtahWorldLanguageCore2014.aspx or to access the ACTFL can do statements: http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf

 

Level 2 Objectives

We believe that teachers do their best work in groups, not in isolation. We work together as teachers to respond to student learning, to adapt our teaching styles, and to find ways to meet the needs of all students.

We want your student to be proficient in French. That means a focus on speaking, reading, writing, and listening. Here is a link to level 2 units and objectives. pdf

 

ALPINE SCHOOL DISTRICT – LAKERIDGE JUNIOR HIGH SCHOOL
WORLD LANGUAGE
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL

 

LEVEL 2
UNIT 1 – The bold and the beautiful!
Students will be able to talk about buying clothes at various shops and malls. They will discuss trends and styles, appearance and what it means. They will practice buying clothes, giving compliments, and finding out the price. They will discuss how style and fashion is a reflection of culture.
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                LEARNING INDICATORS

  • NM.IC.7 – I can communicate some basic information about my everyday life (repeat).
  • NH.IC.5 – I can interact with others in everyday situations.
  • NM.IL.2 – I can recognize and sometimes understand basic information in words and phrases that I have memorized (repeat).
  • NM.IR.2 – I can recognize words, phrases, and characters when I associate them with things I already know (repeat).
  • NM.PS.1 – I can present information about myself and others using words and phrases (repeat).
  • NM.PS.2 – I can express my likes and dislikes using words, phrases, and memorized expressions (repeat).
  • NM.PW.2 – I can write about myself using learned phrases and memorized expressions (repeat).
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.
  • N.CP.3 – I can identify ways in which cultures are globalized.

UNIT 2 – Lifestyles of the not so rich and famous
Students will be able to talk about their routines and lifestyle and the impact it has on their health and well-being. They will be able to describe their house and the things in it. They will discuss their responsibilities in their home, including chores and work. Students will contrast the idea of balance in terms of how they spend their days compared to people in other countries.
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                LEARNING INDICATORS

  • NH.IC.1 – I can exchange some personal information.
  • NM.IL.3 – I can recognize and sometimes understand words and phrases that I have learned for specific purposes (repeat).
  • NH.IR.2 – I can sometimes understand short, simple descriptions with the help of pictures or graphs.
  • NH.PS.1 – I can present information about my life using phrases and simple sentences.
  • NH.PS.4 – I can present information about others using phrases and simple sentences.
  • NH.PW.1 – I can write information about my daily life in a letter, blog, discussion board, or email message.
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CP.2 – I can identify some characteristics of national identity.

UNIT 3 – Eating like a champ
Students will be debating the consequences of food choices. They will contrast eating habits in America to those of other countries, identify patterns that lead to a higher quality of life, and patterns that may lead to eating disorders, obesity, and other problems. They will learn the different food groups, what makes up a balanced diet, and make recommendations on ways to improve their own eating habits.
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                LEARNING INDICATORS

  • NH.IC.5 – I can interact with others in everyday situations (repeat).
  • NH.IL.3 – I can sometimes understand the main topic of conversations that I overhear.
  • NH.IR.2 – I can sometimes understand short, simple descriptions with the help of pictures or graphs (repeat).
  • NH.IR.4 – I can understand simple everyday notices in public places on topics that are familiar to me.
  • NH.PS.5 – I can give basic instructions on how to make or do something using phrases and simple sentences.
  • NM.PW.3 – I can list my daily activities and write lists that help me in my day-to-day life (repeat).
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
  • N.CIA.3 – I can use memorized languages, and very basic cultural knowledge to accomplish simple, routine tasks.

UNIT 4 – It’s show time
Students will become acquainted with various sports, movies, media, music, and entertainment options where they live and in other parts of the world. This may also include additional leisure activities the students spend time doing. They will compare their preferences on these various forms of entertainment. They will also learn to describe the types of entertainment they have done in the past and give their opinion about the entertainment they consume.
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                LEARNING INDICATORS

  • NH.IC.4 – I can make plans with others.
  • NH.IL.3 – I can sometimes understand the main topic of conversations that I overhear (repeat).
  • NH.IR.4 – I can understand simple everyday notices in public places on topics that are familiar to me (repeat).
  • NH.PS.3 – I can present basic information about a familiar person, place, or thing using phrases and simple sentences (repeat).
  • NH.PS.4 – I can present information about others using phrases and simple sentences (repeat).
  • NH.PW.5 – I can ask for information in writing.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
  • N.CP.2 – I can identify some characteristics of national identity.
  • N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with others.

UNIT 5 – No pain no gain
Students will practice taking instructions from a doctor, dentist, or other medical professional. They will be able to describe what is wrong with them or what hurts. They will discuss health issues and possible remedies. They will be able to list various health problems.
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                LEARNING INDICATORS

  • NH.IC.1 – I can exchange some personal information (repeat).
  • NH.IC.5 – I can interact with others in everyday situations (repeat).
  • NH.IL.1 – I can sometimes understand simple questions or statements on familiar topics.
  • NH.IR.4 – I can understand simple everyday notices in public places on topics that are familiar to me (repeat).
  • NH.PS.2 – I can tell about a familiar experience or event using phrases and simple sentences.
  • NM.PW.1 – I can fill out a simple form with some basic personal information (repeat).
  • NH.PW.3 – I can write about a familiar experience or event using practiced material.
  • N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
  • N.CP.2 – I can identify some characteristics of national identity.

UNIT 6 – Oh, the places you’ll go!
Students will identify the places in a city here and in other countries. They will be able to give and ask for directions around town. They will explore various means of transportation here and elsewhere. They will be able to navigate a city with a map. Students will also discuss how history has shaped their city and other cities in the world. They will write a postcard.
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                LEARNING INDICATORS

  • NH.IC.3 – I can ask for and give simple directions.
  • NH.IL.2 – I can understand simple information when presented with pictures and graphs.
  • NH.IR.1 – I can usually understand short simple messages on familiar topics.
  • NH.IR.3 – I can sometimes understand the main idea of published materials.
  • NM.PS.2 – I can express my likes and dislikes using words, phrases, and memorized expressions (repeat).
  • NH.PS.3 – I can present basic information about a familiar person, place, or thing using phrases and simple sentences.
  • NH.PW.2 – I can write short notes using phrases and simple sentences.
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CP.3 – I can identify ways in which cultures are globalized.
  • N.CIA.3 – I can use memorized languages, and very basic cultural knowledge to accomplish simple, routine tasks.

UNIT 7 – Once upon a time
Students will become familiar with a variety of short stories, fairy tales, and literature from their culture and other cultures. They will be able to create a short story of their own that teaches a life lesson or morale. They will be able to describe their characters in detail and relate important events in their creative stories.
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                LEARNING INDICATORS

  • NH.IC.2 – I can exchange information using texts, graphs, or pictures.
  • NH.IL.2 – I can understand simple information when presented with pictures and graphs (repeat).
  • NH.IR.3 – I can sometimes understand the main idea of published materials (repeat).
  • NH.PS.6 – I can present basic information about things I have learned using phrases and simple sentences.
  • NH.PW.4 – I can write basic information about things I have learned.
  • N.CPP.1 – I can identify some common products related to home and community life of other cultures and my own.
  • N.CP.2 – I can identify some characteristics of national identity.

Note: Abbreviations are used for learning indicators. For the major level (N) indicates novice, (I) intermediate, and (A) advanced. The sub-levels of low, middle, and high are indicated with the addition of (L, M, and H) respectively. The next grouping indicates the mode of communication: Interpersonal Communication (IC), Interpretive Listening (IL), Interpretive Reading (IR), Presentational Speaking (PS), and Presentational Writing (PW). The number indicates the standard. For the entire Utah Core, please see: http://www.schools.utah.gov/CURR/worldlang/Home/UtahWorldLanguageCore2014.aspx or to access the ACTFL can do statements: http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf

 

Level 3 Objectives

We believe that teachers do their best work in groups, not in isolation. We work together as teachers to respond to student learning, to adapt our teaching styles, and to find ways to meet the needs of all students.

We want your student to be proficient in French. That means a focus on speaking, reading, writing, and listening. Here is a link to level 3 units and objectives. pdf

 

ALPINE SCHOOL DISTRICT – LAKERIDGE JUNIOR HIGH SCHOOL
WORLD LANGUAGE
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL

 

LEVEL 3
UNIT 1 – Me, myself, and I
Students will talk about life from when they were little to now. They will create a timeline that goes through different life experiences.  They will tell about their family, important events of their life, schooling, and how those events have made them into the person that they are now.
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                LEARNING INDICATORS

  • NH.IC.1 - I can exchange some personal information (repeat).
  • NH.IL.1 – I can sometimes understand simple questions or statements on familiar topics. (repeat).
  • NH.IL.2 – I can understand simple information when presented with pictures and graphs (repeat).
  • NH.IR.1 – I can usually understand short simple messages on familiar topics (repeat).
  • NH.PS.1 – I can present information about my life using phrases and simple sentences (repeat).
  • NH.PS.2 – I can tell about a familiar experience or event using phrases and simple sentences (repeat).
  • NH.PW.1 – I can write information about my daily life in a letter, blog, discussion board, or email message (repeat).
  • N.CP.1 – I can identify some beliefs and values related to age, gender, social class and ethnicity.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
  • N.CIA.2 – I can use memorized language and very basic cultural knowledge to interact with others.

UNIT 2 – Can’t we all just get along?
Students will talk about their relationships and describe their associations with friends, peers, adults, and family. They will talk about ideal and struggling relationships. They will learn good conversation strategies that match the target culture. They will explore ways of overcoming relationship challenges, such as the need to apologize or deal with bullying.
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                LEARNING INDICATORS

  • IL.IC.1 – I can have a simple conversation on a number of everyday topics.
  • IL.IL.3 – I can understand questions and simple statements on everyday topics when I am part of the conversation.
  • IL.IR.1 – I can understand messages in which the writer tells or asks me about topics of personal interest.
  • IL.PS.1 – I can talk about people, activities, events, and experiences.
  • IL.PW.1 – I can write about people, activities, events, and experiences.
  • I.CPP.3 – I can compare and contrast some behaviors or practices of other cultures and my own.
  • I.CIA.1 – I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.

UNIT 3 – Reduce, Reuse, Recycle
Students will explore challenges in the local and global environments, such as pollution, energy use, waste, clean air and water, endangered species, deforestation, climate change, or recycling. They will help to understand and present possible solutions to these issues by actively participating in or making a plan for positive change in the world. They will discuss these issues with students from other countries, post online material or create a survey to find out more on their topic.
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                LEARNING INDICATORS

  • IL.IC.2 – I can ask and answer questions on factual information that is familiar to me.
  • IL.IL.1 – I can understand the basic purpose of a message.
  • IL.IR.3 – I can identify some information from news media.
  • IL.PS.5 – I can express my preferences on topics of interest.
  • IL.PW.5 – I can write questions to obtain information.
  • I.CP.1 – I can describe some basic cultural viewpoints.

UNIT 4 – Time to grow up
Students will become acquainted with the various jobs and occupations available to them in our modern world. They will come to understand what their career path is, based on their interests, skills, and talents. They will discover volunteer opportunities, study abroad options, or internships for learning skills for their future jobs. Students will practice interviewing for a job. They will identify and learn about someone from their chosen profession that has had an impact on our society or the society of another country.
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                LEARNING INDICATORS

  • IL.IC.3 – I can use the language to meet my basic needs in familiar situations.
  • IL.IL.2 – I can understand messages related to my basic needs.
  • IL.IR.2 – I can identify some simple information needed on forms.
  • IL.PS.3 – I can present information on plans, instructions, and directions.
  • IL.PW.3 – I can write about topics of interest.
  • I.CPP.1 – I can explore and reference current and past examples of authentic cultural products and practices.
  • I.CIA.1 – I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.

UNIT 5 – Let freedom ring
Students will learn about the rights and governments of key nations of the world. They will identify important events and figures that contributed to establishing their freedoms and liberties. Students will also compare and contrast the rights and freedoms of different nations and some of the challenges countries have had with ensuring human rights. I can discuss cultural stereotypes and recognize/correct my own cultural misunderstandings and present what they need or want to be done.
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                LEARNING INDICATORS

  • IL.IC.2 – I can ask and answer questions on factual information that is familiar to me (repeat).
  • IL.IL.1 – I can understand the basic purpose of a message (repeat).
  • IL.IR.3 – I can identify some information from news media (repeat).
  • IL.PS.2 – I can express my needs and wants.
  • IL.PW.4 – I can write basic instructions on how to make or do something.
  • N.CPP.2 – I can identify some common practices related to home and community life of other cultures and my own.
  • I.CP.2 – I can make some generalizations about a culture.
  • I.CIA.3 – I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.

UNIT 6 – Lights, camera, action!
Students are going to gain an appreciation for different artistic styles, movements, and periods. They will learn about different genres of cinema. They will be able to identify techniques that artists and producers use in their work. They will be able to identify the key elements in a film or a work of art. Students will discuss and critique works of art and movies. Finally, students will design and produce an original work of their own to showcase the skills they have learned.
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                LEARNING INDICATORS

  • IL.IC.3 – I can use the language to meet my basic needs in familiar situations (repeat).
  • IL.IL.3 – I can understand questions and simple statements on everyday topics when I am part of the conversation.
  • IL.IR.1 – I can understand messages in which the writer tells or asks me about topics of personal interest.
  • IL.PS.4 – I can present songs, short skits, or dramatic readings.
  • IL.PW.2 – I can prepare materials for a presentation.
  • I.CIA.1 – I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.

Note: Abbreviations are used for learning indicators. For the major level (N) indicates novice, (I) intermediate, and (A) advanced. The sub-levels of low, middle, and high are indicated with the addition of (L, M, and H) respectively. The next grouping indicates the mode of communication: Interpersonal Communication (IC), Interpretive Listening (IL), Interpretive Reading (IR), Presentational Speaking (PS), and Presentational Writing (PW). The number indicates the standard. For the entire Utah Core, please see: http://www.schools.utah.gov/CURR/worldlang/Home/UtahWorldLanguageCore2014.aspx or to access the ACTFL can do statements: http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf

 

Level 4 Objectives

We believe that teachers do their best work in groups, not in isolation. We work together as teachers to respond to student learning, to adapt our teaching styles, and to find ways to meet the needs of all students.

We want your student to be proficient in French. That means a focus on speaking, reading, writing, and listening. Here is a link to level 4 units and objectives. pdf

 

ALPINE SCHOOL DISTRICT – LAKERIDGE JUNIOR HIGH SCHOOL
WORLD LANGUAGE
CORE STANDARDS AND UNIT OVERVIEWS BY LEVEL

 

LEVEL 4
UNIT 1 – Got Milk… and other ways of advertising lifestyles
Students will analyze advertisements and other forms of media to determine their intended messages and impacts on their lifestyle. Students will compare consumer reviews and complete their own product satisfaction surveys about products and their messages. Students will compare and contrast lifestyles they see portrayed in the media with their own. Students will create their own advertisement for a product that encourages a certain lifestyle.
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LEARNING INDICATORS

  • IM.IL.2
  • IM.IR.4  I can read simple written exchanges between other people.
  • IM.IC.2
  • IM.PW.2

UNIT 2 – I’m starting with the man in the mirror
Students are going to identify different world issues from songs of popular latin American artists and learn about current projects dealing with some of those issues. They will debate and discuss the issues and solutions and present a possible microloan solution for resolving a challenge facing society.
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LEARNING INDICATORS

  • IM.IL.2
  • IM.IR.2
  • IM.IC.3
  • IM.PS.2

UNIT 3 – It takes a family to raise a village
Students will be identifying the differences in family units and determining points to increase positive family relations. Students will express their emotions about parenting and other family issues. Students will have the opportunity of being involved in serving the community as part of a family to help strengthen the family unit and increase unity within the community.
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LEARNING INDICATORS

  • IM.IL.3
  • IM.IR.1/2
  • IM.IC.1
  • IL.PS.1

UNIT 4 – Don’t Snapchat that!!!
            Students will make observations about the impact technology has on society from short videos and presentations. Students will identify and make recommendations for using technology and social media appropriately to protect and positively impact the online community. Students will prepare and present a lesson for younger students about what they have learned.
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LEARNING INDICATORS

  • IM.IL.3
  • IM.IR.1
  • IH.IC.3
  • IL.PS.3
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UNIT 5 – Love is all you need
            Students will listen to interviews and read literature that discusses identity and the role of self-esteem in public and private identities. Students will role-play hypothetical situations regarding self-esteem in different situations such as friend, sibling, parent, counselor, and teacher to resolve issues of low self-esteem. Students will write stories depicting the behavior of high self-esteem and post them along with comments about how to fight low self-esteem as part of Red Ribbon week.
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LEARNING INDICATORS

  • IM.IL.2
  • IM.IR.3/4
  • IH.IC.1
  • IM.PW.1

 

UNIT 6 – Beauty in all things
Students will determine what makes something beautiful and creative. Students will learn how elements of art and principles of design are used to create art and solutions for everyday life. Students will evaluate and interpret art from the Lakeridge Art Fair and create their own recycled art piece to enter based on the work or a movement of a famous artist.

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LEARNING INDICATORS

  • IM.IL.1
  • IM.IR.3
  • IM.IC.4
  • IM.PS.3
  • IM.PW.3

 

UNIT 7 – OPI