Saginaw Valley State University



World Languages Scope and Sequence

Intermediate Low-Mid Level (High School)

|STRAND 1: COMMUNICATION |

|1.1 Interpersonal Communication |1.2 Interpretive Communication |1.3 Presentational Communication |

|Interpersonal Speaking/ Listening (SL) |A. Interpretive Language-Listening (L) |A. Presentational Language-Speaking (S) |

|Socializing |a. Oral classroom language comprehension (1.2.M.L.a) |a. Skits or short plays (1.3.M.S.a) |

|a. Gestures (1.1.M.SL.a) |Listening exercises |b. Retell a story to an audience (1.3.M.S.b) |

|School |conversations in a restaurant |c. Present brief oral reports on a variety of topics (1.3.M.S.c) |

|Shopping |conversations in a store |School |

|Dining |conversations in a doctor’s office |Community |

|Personal space |b. Interpersonal communication comprehension (1.2.M.L.b) |Personal experiences |

|Greetings |Spoken messages |d. Produce a short video (1.3.M.S.d) |

|Farewells |family |Newscast |

|Eye contact |community |Talk show |

|Social distance |school |Game show |

|b. Formal vs. informal register (1.1.M.SL.b) |Group discussions |B. Presentational Language-Writing |

|Talking to friends |family |a. Illustrate and present materials in the target language (1.3.M.W.a) |

|Family vs. teachers |community |Informational brochures |

|Boss |school |Instructions for completing a task |

|Elders |c. Main idea/supporting detail- Visual (1.2.M.L.c) |b. Original writing (1.3.M.W.b) |

|Making an appointment |Plays |Compositions |

|Shopping (to the clerks) |TV shows |Journal entries |

|c. Requests/Offers (1.1.M.SL.c) |Movies |c. Present brief written reports (1.3.M.W.c) |

|Make requests |Commercials |Personal experiences |

|phrases “I would like” |d. Main idea/supporting detail- Audio (1.2.M.L.d) |School |

|“would you please” |Songs |Community happenings |

|“could you” |CDs | |

|“may I” |Podcasts | |

|manners |Lecture | |

|Making offers |B. Interpreting Written Language-Reading (R) | |

|“would you like” |a. Reading comprehension (1.2.M.R.a) | |

|“can I help you” |Dialogues in a restaurant | |

|Invite |Dialogues in a store | |

|proper etiquette (if you invite, you buy e.g.) |Dialogues in a doctor’s office | |

|differences in generations |Descriptions of stores/restaurants | |

|Responses |Descriptions of family | |

|It would be my pleasure |Descriptions of school | |

|I would be honored |b. Main idea/supporting detail- summarizing (1.2.M.R.b) | |

|I can’t…because…(offering a reason when not able to do something) |Textbook content | |

|no thank you, yes please |Magazines | |

|I’m busy |Newspaper articles | |

|Identifying and Describing |Advertisements | |

|d. Physical, character & personality traits (1.1.M.SL.d) |Websites | |

|Physical appearance of famous people & family members |Poetry | |

|He, she is… |Short stories | |

|tall, short, fat, skinny |c. Written interpersonal communication comprehension (1.2.M.R.c) | |

|adjective & noun order |E-mails | |

|gender & number order |Letters | |

|hair & skin color |Messages | |

|Character/Personality of famous people, friends, self & family members |Notes | |

|What is he/she like? |Text messages | |

|He/she is… |Facebook messages | |

|Funny, athletic, intelligent, caring, adventurous | | |

|Synonyms (using more descriptive adjectives) | | |

|e. Feelings, emotions and health of famous people & self (1.1.M.SL.e) | | |

|To be (state of being verbs) | | |

|How are you? How are you feeling today? | | |

|What is wrong? | | |

|I’m feeling… | | |

|Gender & number agreement | | |

|Idiomatic expressions to describe health | | |

|My ______ hurts | | |

|I hurt myself | | |

|I broke my… | | |

|X-rays, health conditions (cold, flu, etc.) | | |

|f. Places & Things (1.1.M.SL.f) | | |

|Weather, climate | | |

|tropical, rainforest | | |

|snowstorms | | |

|hurricanes, tornadoes, earthquakes | | |

|humid/dry | | |

|mountains | | |

|Typical characteristics of the locale | | |

|city vs. countryside | | |

|Streets, highways, stoplights | | |

|Buildings, skyscrapers | | |

|Stores, businesses | | |

|Transportation | | |

|Buses | | |

|Metro (maps of metro systems) | | |

|Cars | | |

|Trains | | |

|Ferries | | |

|Types of residence | | |

|hotels | | |

|homes | | |

|apartments | | |

|Demographics | | |

|nationalities | | |

|religions | | |

|ethnicity | | |

|race | | |

|Exchanging Information | | |

|g. Personal, Social, community & current events (1.1.M.SL.g) | | |

|Personal | | |

|religious views | | |

|family traditions | | |

|Social &Community | | |

|church | | |

|extra-curricular activities | | |

|jobs | | |

|grocery stores | | |

|Current events | | |

|news articles | | |

|news broadcasts | | |

|government | | |

|politics (elections, debates on controversial issues) | | |

|h. Everyday situations (1.1.M.SL.h) | | |

|Directions | | |

|asking for & giving directions (and understanding the cultural | | |

|differences), specifically when lost | | |

|asking about a bus route, how to get somewhere by car, by foot, by bus, | | |

|by metro, etc. | | |

|telling a taxi driver where to go | | |

|Shopping | | |

|asking to try things on, asking for help, I’m looking for… | | |

|making a purchase | | |

|currency used, currency conversion, | | |

|Restaurants | | |

|tipping customs | | |

|sending food back when it is not to your liking | | |

|Phone conversations | | |

|leaving a message for somebody on the phone | | |

|listening to a message | | |

|making a reservation on the phone | | |

|Idiomatic expressions related to the target language | | |

|Exchanging Opinions | | |

|i. Interviewing (1.1.M.SL.i) | | |

|Ask a classmate about preferences & opinions | | |

|I prefer | | |

|I hate | | |

|I love | | |

|I dislike | | |

|Giving reasons for your opinions/ preferences | | |

|I think that… | | |

|I believe… | | |

|j. Share opinions & individual perspectives on contemporary issues | | |

|(1.1.M.SL.j) | | |

|Talking about immigration, marriage, family, traditions, abortion, | | |

|socially accepted sports, holidays/celebrations, pets, smoking, | | |

|attitudes toward alcohol/drinking age, sporting events, homosexuality, | | |

|crime/justice system, teenage pregnancy | | |

|I am in favor of… | | |

|I am against… | | |

|I agree with …because | | |

|Interpersonal Reading/Writing (RW) | | |

|Socializing | | |

|a. Everyday topics (1.1.M.RW.a) | | |

|School and community events | | |

|e-mails | | |

|text messages | | |

|blog | | |

|web pages | | |

|letters & notes | | |

|To whom it may concern… | | |

|Dear__________ | | |

|Sincerely, | | |

|Esteemed | | |

|b. Register/honorifics (1.1.M.RW.b) | | |

|Dear sir/Madame | | |

|Mr., Mrs., Ms. | | |

|c. Request, offer, invite (1.1.M.RW.c) | | |

|You are cordially invited to… | | |

|Identifying and Describing | | |

|d. Written personal descriptions (1.1.M.RW.d) | | |

|Physical appearance of famous people & family members | | |

|He, she is… | | |

|tall, short, fat, skinny | | |

|adjective & noun order | | |

|gender & number order | | |

|hair & skin color | | |

|Character/Personality of famous people, friends, self & family members | | |

|What is he/she like? | | |

|He/she is… | | |

|funny, athletic, intelligent, caring, adventurous | | |

|synonyms (using more descriptive adjectives) | | |

|essay describing somebody in detail | | |

|e. Written descriptions of feelings, emotions and health of famous | | |

|people & self (1.1.M.RW.e) | | |

|To be (state of being verbs) | | |

|How are you? How are you feeling today? | | |

|What is wrong? | | |

|I’m feeling… | | |

|essay describing how you felt after a particular incident | | |

|Gender & number agreement | | |

|Idiomatic expressions to describe health | | |

|My ______ hurts | | |

|I hurt myself | | |

|I broke my… | | |

|x-rays, health conditions (cold, flu, etc.) | | |

|filling out forms at a hospital | | |

|f. Places & Things (1.1.M.RW.f) | | |

|Written descriptions of weather, climate in different regions | | |

|tropical, rainforest | | |

|snowstorms | | |

|hurricanes, tornadoes, earthquakes | | |

|humid/dry | | |

|mountains | | |

|Written typical characteristics of the locale | | |

|city vs. countryside | | |

|streets, highways, stoplights | | |

|buildings, skyscrapers | | |

|stores, businesses | | |

|description of a downtown area | | |

|Written description of transportation | | |

|buses | | |

|Metro (maps of metro systems) | | |

|cars | | |

|trains | | |

|ferries | | |

|Written description of types of residence | | |

|hotels | | |

|homes | | |

|apartments | | |

|Demographics | | |

|nationalities | | |

|religions | | |

|ethnicity | | |

|race | | |

|Exchanging Information | | |

|Personal, Social, community & current events (1.1.M.RW.g) | | |

|Written descriptions of personal views | | |

|religious views | | |

|family traditions | | |

|Written descriptions about communities | | |

|church | | |

|extra-curricular activities | | |

|jobs | | |

|grocery stores | | |

|Written description of current events | | |

|news articles | | |

|news broadcasts | | |

|government | | |

|politics (elections, debates on controversial issues) | | |

|Everyday situations (1.1.M.RW.h) | | |

|Online purchases | | |

|Written descriptions of transportation services | | |

|Written directions for how to get somewhere | | |

|Written descriptions of stores & their services | | |

|Exchanging Opinions | | |

|i. Questionnaire (1.1.M.RW.i) | | |

|Ask a classmate about preferences & opinions | | |

|I prefer | | |

|I hate | | |

|I love | | |

|I dislike | | |

|Giving reasons for your opinions/ preferences | | |

|I think that… | | |

|I believe… | | |

|Write a summary of the questionnaire answers | | |

|j. Share writing opinions & individual perspectives on contemporary | | |

|issues (1.1.M.RW.j) | | |

|Writing about immigration, marriage, family, traditions, abortion, | | |

|socially accepted sports, holidays/celebrations, pets, smoking, | | |

|attitudes toward alcohol/drinking age, sporting events, homosexuality, | | |

|crime/justice system, teenage pregnancy | | |

|I am in favor of… | | |

|I am against… | | |

|I agree with …because | | |

|Arguments for and against a theme | | |

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World Languages Scope and Sequence

Intermediate Low-Mid Level (High School)

|STRAND 2: CULTURES |

|2.1 Practices/Perspectives |2.2 Products & Perspectives |

|A. Understanding impact of historic/governmental system within the target culture(s) (H) |A. Understanding impact of geography/natural resources (G) |

|a. Major historic events (2.1.M.H.a) |a. Regions/distinctive characteristics (2.2.M.G.a) |

|Spain: |Spain: |

|colonization and expansion |Castilla |

|Roman Empire |Andalucia |

|Moorish influence |Cataluna |

|Reconquista |Galicia |

|Inquisition |Vascongadas |

|Empire (discovery of the New World) |Valencia |

|modern |France: |

|France: |Paris |

|colonization and expansion |Alsace |

|Roman Empire |Normandy |

|foundation of the monarchy |Savoie |

|Medieval France |Haute Savoie |

|French expansion |French Riviera |

|French revolution |Provence |

|Napoleonic era |Brittany |

|Governmental/Political system (2.1.M.H.b) |Champagne |

|Organization of government |b. Major geographic features (2.2.M.G.b) |

|monarch/democracy/dictatorship/ republic |Mountain ranges |

|branches of government |Spain: Pyrenees & ranges in the south |

|Principal offices |France: Pyrenees & Alps |

|Current leadership |Rivers |

|Political issues (2.1.M.H.c) |Spain: Guadalquivir, Ebro |

|Revolution/war |France: Seine, Rhone, Loire, Rhine |

|Ethnic groups and racism |Regions |

|Nationalism and separatism |agricultural |

|International relations |high plateau |

|Economics (European Union) |La Mancha |

|Environmental |Extremadura |

|Effects of catastrophic events |coastal |

|Current events (2.1.M.H.d) |c. Neighboring countries (2.2.M.G.c) |

|Social life and events |Spain: |

|Economics |Gibraltar |

|Entertainment |Portugal |

|Sports |France |

|Media (TV, Internet, YouTube, radio, newspaper, magazines) |France: |

|Immigration issues |Switzerland |

|Linguistic/cultural expansion (2.1.M.H.e) |Belgium |

|Spain: |Spain |

|autonomous communities |d. Climate/Seasonal weather (2.2.M.G.d) |

|differences of dialects and languages |Four seasons |

|influences/development of Spanish language |Northern climate |

|celtibero |Central climate |

|Roman/Latin |Southern climate |

|Germanic |B. Understanding the importance of cultural and creative heritage within the target culture (C) |

|Arab |a. Describe the significance of current cultural icons (2.2.M.C.a) |

|Medieval Spanish |Art |

|“limpieza de sangre”/lineage |Spain: 20th century artists such as Dali, Picasso, Gaudi, etc. |

|France: | |

|linguistic minorities |Architecture |

|Brittany |Music |

|Corsica |Literature |

|Provencal |Film, media, TV, newspapers |

|Alsace-Lorraine |Internet copy of newspaper from major cities |

|Development of the French Language |b. Describe the significance of historic cultural icons (2.2.M.C.b) |

|Latin |Spanish/French Artists |

|Franks |Velazquez |

|Medieval French |Monet |

|B. Understanding role of family/community (F) |El Greco |

|a. Family structures/role of friends (2.1.M.F.a) |Renoir |

|Extended family |Picasso |

|Male/female roles |Gauguin |

|Godparentship |Dali |

|Dating/engagement/marriage/divorce |Monet |

|b. Daily routines and perceptions of time (2.1.M.F.b) |Gaudi |

|Time |Van Gogh |

|Meals |Spanish/French Architecture |

|Workday |Ibero |

|Vacation |Gallo-Roman |

|School |Roman |

|Travel |Gothic |

|c. Daily Needs and community infrastructure (2.1.M.F.c) |Moorish |

|Housing |Baroque |

|Shopping |Gothic |

|Food preparation |Modern |

|Transportation |Spanish/French Literature |

|Health care |Ministral oral traditions |

|Public services |Troubador oral traditions |

|d. Leisure activities (2.1.M.F.d) |Cantar del mio Cid |

|Social activities with family |Picaresque novel (Lazarillo de Tormes) |

|Social activities with friends |Cervantes – the novel |

|movies/cinema |Generation of 1898 |

|Clubs |Film, media, TV |

|Café “culture” |C. Understanding the artifacts associated with family and community life within the target culture (F) |

|Parties and get-togethers |a. Products needed for daily routines and basic needs (2.2. M. F a) |

|Cultural and historical attractions |Housing |

|churches |rooms of the house |

|museums |carpeting/wood flooring |

|e. Holidays (2.1.M.F.e) |wallpaper, wall decorations |

|Religious |laundry room location |

|Pascua/Holy week (semana santa) -Spain |air conditioning/central heating |

|Civil |closet space |

|Regional |apartments, villas, private homes |

|La Tomatina (Spain) |Furniture |

|Running of the Bulls (Spain) |emphasis on modern/space efficient |

|Personal/family |bidet |

|C. Understanding education/employment/economy |bathtub vs. shower |

|a. Education (2.1.M.E.a) |Appliances |

|Educational system |no dishwashers, dryers |

|Method for advancement |juicers |

|Curriculum considered important |oven controls |

|Extra-curricular activities |electric outlets |

|Exit/entrance examination |Stores |

|Tracking of students |newspaper advertisements |

|High school to college transition |individual shop/specialty boutique/malls |

|b. Economic system (2.1.M.E.b) |store directory |

|European Union |floor numbers |

|Taxation |elevators |

|c. Role of work (2.1.M.E.c) |bagging |

|Work attitudes |selecting product |

|Role of adolescents in the work world |smoking/pets in stores |

|Length of work week |Food preparation |

|Compartmentalization of work and leisure |daily shopping/less use of refrigeration or freezer |

| |serving of wine or water with meals |

| |breakfast foods |

| |variety of food offerings |

| |desserts |

| |Transportation |

| |Metro/bus pass/purchase |

| |train – euro pass |

| |24-hour system and transportation time schedules |

| |maps (city & metro) |

| |Health care |

| |pharmacy vs. drugstore |

| |prescriptions |

| |home offices for doctors |

| |hospital set-up |

| |Public Services |

| |b. Native products to the community, region or country (2.2.M.F.b) |

| |Arabic influence on food, architecture, literature, etc. |

| |Animals native to country |

| |Clothing styles and fashions |

| |Jewelry |

| |c. Leisure activities within the communities, regions, or cultures (2.2.M.F.c) |

| |Beach/beachwear |

| |Modes of transportation (walking, biking) |

| |Mountain regions/skiing |

| |Stadiums |

| |Museum |

| |Country/resort home |

| |d. Compare the significance of the products associated with important cultural happenings (2.2.M.F.d) |

| |Birthday celebration vs. saint’s day |

| |Parades |

| |Regional celebrations such as Tomatina, Running of the Bulls, etc. |

| |Catholic influence (icons, Holy Week floats, Virgin Mary statues, etc) |

| |Weddings |

| |D. Understanding the artifacts associated with education, employment, and the economy in the target cultures|

| |(E) |

| |Products for education (2.2.N.E.a) |

| |Division of education levels |

| |technical vs. college-bound |

| |entrance exams |

| |grading procedures |

| |Absence of modern technology |

| |Uniform |

| |Private vs. public |

| |School schedules |

| |Classroom mobilization |

| |b. Natural resources, services and industries (2.2.N.E.b) |

| |Agriculture |

| |Spain: oranges, olive, lemons, salt, cheese, ham, sherry & wines |

| |France: wine, spring water, cheese |

| |Minerals & other natural resources |

| |Commercial products |

| |Spain- purses, shoes, damascene, jewelry, tile work & ceramics, fans, Toledo steel |

| |France- cosmetics & perfume |

| |Industries |

| |Spain- tourism, fishing (seafood) |

| |France- tourism, fishing (seafood), iron (mining) |

| |Currency (2.2.N.E.c) |

| |Euro |

| |Conversion rates |

| |Comparison of value of euro to us dollar |

World Languages Scope and Sequence

Intermediate Low-Mid Level (High School)

|STRAND 3: CONNECTIONS |STRAND 4: COMPARISONS |STRAND 5: COMMUNITIES |

|3.1 Knowledge |4.1 Comparing languages |5.1 Use of Language |

|a. Reinforcement (3.1.M.a) |a. Vocabulary (4.1.M.a) |a. Exchange information (5.1.M.a) |

|European sports |Not always direct translation/translate meaning |Field trips to museums, churches, restaurants and other areas where |

|Weight & clothing size (conversion/metric system) |idiomatic expressions |target language is spoken |

|24 hour time system |ethnic group differences |Web pages |

|Social studies |use of world language dictionaries |Internet pals/pen pals |

|influences on Spain/France by other countries |cognates |Foreign exchange students |

|alternative view points of historical events (French revolution, Spanish|borrowed words |Travel abroad |

|Civil War, WWII, inquisition, colonial conflicts & wars, etc.) |b. Grammatical structure (4.1.M.b) |b. Provide services (5.1.M.b) |

|Music, art, & literature |Sentence order (adjectives, nouns, question order)/Semantic syntax |Translate at parent teacher conferences |

|Racial tolerance/intolerance |Indirect object verb phrases |Conversation partners with English learners |

| |Reflexives |Partnership with exchange students |

|3.2 Point of view |Spain- leismo | |

|a. Materials (3.2.M.a) |Commands |5.2 Personal Enrichments |

|Music |Reverse verbs |a. Opportunities outside of classroom (5.2.M.a) |

|Authentic artifacts from country (realia) |Spain: gustar, interesar |Spanish restaurants, telenovelas |

|Film |French: manquer |b. Print & electronic materials (5.2.M.b) |

|YouTube/internet |c. Register/honorifics (4.1.M.c) |Newspapers, magazines |

|Field trips (museums, Spanish restaurant) |Use of formality/informality (Spanish- tú vs. Ud.) (French- tu vs. vous)|YouTube & websites |

|Newspapers/magazines |Use of definite article (Spanish) |Blogs, journals |

| |Don/doña (Spanish) |World language internet sites |

| |Different levels of formality in question/imperative formation |c. Career (5.2.M.c) |

| |d. Phonological features (4.1.M.d) |Explore testing e.g. to expose students strengths |

| |Dialect/pronunciation/intonation differences |Research projects/reports on common jobs where knowledge of a language |

| |Vosotros, Vos (Spanish) |would be useful |

| |Alphabet | |

| |Rules of accentuation/stress | |

| |Dropping of syllables/letters | |

| |pa’ca, como esta’(Spanish) | |

| |Relaxed pronunciation | |

| |t’as, j’suis (French) | |

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| |4.2 Comparing cultures | |

| |a. Cultural practices (4.2.M.a) | |

| |Appreciation for differences | |

| |Recognizing similarities to American culture & practices | |

| |Values, beliefs, superstitions, customs generic to all speakers of | |

| |target language | |

| |b. Cultural products (4.2.M.b) | |

| |Influence of geography on culture/lifestyle | |

| |Influence of religion on culture | |

| |Concept of “it’s not wrong, it’s different” | |

| |Recognizing cultural identify, heritage & pride | |

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