World Languages Curriculum Map

Level I
DeKalb County Schools

Table of Contents

3 ----------------------

Introduction

4 ----------------------

Level I Georgia Performance Standards

5 ----------------------

Portfolio Instructions

7 ----------------------

Unit #1: Classroom Survival Skills

9 ----------------------

Unit #2: School

11 --------------------- Unit #3: Self and Leisure Activities

13 --------------------- Unit #4: Food and Restaurants
15 --------------------- Unit #5: Clothing/ Shopping/ Stores
17 --------------------- Unit #6: Family and Celebrations
19 --------------------- Textbook Alignment with Curriculum Map
- French (Bien Dit Level I)
- Spanish (Avancemos Level I)

Introduction to Curriculum Map for World Languages

The curriculum map is based on Georgia Performance Standards for Modern Languages and ACTFLs
National Standards for Modern Languages. This curriculum uses a thematic approach and was designed around the
principles of Understanding by Design; planning with the end in mind. Each curriculum map is created to help
teachers create engaging and relevant communicative opportunities for students.
These curriculum maps provide an outline for each thematic unit. Included in the maps are skeleton
vocabulary and structure lists. Each classroom teacher has the opportunity to supplement these lists to meet their
own students needs. The curriculum maps represent the minimum of what must be taught in each thematic unit.
Each teachers own additions of communicative classroom activities and Performance Based Assessments are
crucial for the success of this curriculum.
Grammatical concepts are not specifically identified on these curriculum maps. Rather, this curriculum
focuses on communicative functions and themes allowing for implicit teaching of grammar rather than overt
grammatical lessons.
Each curriculum map includes required student portfolio artifacts. Students will create portfolios with written
and oral artifacts as evidence of their learning and language growth. These portfolios will accompany the students
as they progress through different language levels. Please refer to the portfolio instructions for more information.
Great care was taken in the development of this curriculum to ensure that current best practices and research
are reflected throughout. This curriculum is based on the state and national standards, not any specific textbook. A
textbook reference page has been created to aid teachers in correlating the textbook with the thematic units when
appropriate. Additional technology links and reading resources are listed on each map for teacher reference.

Georgia Performance Standards- Modern Languages- Level I

Interpersonal Mode of Communication (IP)
MLI.IP1
MLI.IP2

The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

Interpretive Mode of Communication (INT)

MLI.INT1
MLI.INT2

The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target
language and based on topics such as self, family, school, etc.
The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language.

Presentational Mode of Communication (P)

MLI.P1
MLI.P2

The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.
The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

Cultural Perspectives, Practices, and Products (CU)

MLI.CU1

The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.

Connections, Comparisons, and Communities (CCC)

MLI.CCC1
MLI.CCC2
MLI.CCC3
MLI.CCC4
MLI.CCC5

The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce
one another.
The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and
the students own culture.
The students compare basic elements of the target language to the English language.
The students demonstrate an awareness of current events in the target culture(s).
The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the
classroom setting, for recreational, educational, and occupational purposes.

Portfolio Instructions Level I

The intent of the World Language portfolio is to track growth of proficiency during the students course of language study. . A portfolio
that contains audio and/ or video is extremely beneficial in that students have the opportunity to track their progress and reflect on their
growth during their study of language. The portfolio also provides concrete evidence of language learning for parents and
administration.
Students will continue to add to the Level I portfolio during subsequent years. There are many options on how this portfolio may be
created and archived. Each Unit includes at least two portfolio entries, one oral and one written. A simple way to have students save
this information would be on the Share Drive at your school, or on their own First Class. Additionally, students could save their
documents and files on a Read/Write DVD or CD or even on a Flash Drive.
Oral activities are intended to be video or audio recordings, using a video camera or a MP3 recorder. Microsoft office also allows for
recorded narration, which could be done with a microphone on a school computer. Below are the Required Portfolio entries for Level I.

Level I Portfolio Requirements:

This portfolio requires students to explore a target language country as they study each unit. Students will choose their country during
the first unit and continue to study it throughout the course, culminating in a final presentation of the information researched throughout
the course. One option to archive the work samples: Students may create a PowerPoint slide for each unit and record the oral
information by adding narration with MP3 recording. The oral and written presentation will be in the target language.
Additionally, each unit has an entry that allows students to describe themselves in a Video / Audio journal and build on what they have
learned.

Unit 1: Classroom Survival Skills

Country specific presentation: Choose a country to study throughout the semester/year. Spoken aspect requires you to state the
name of the country and the language spoken there. (ex: My country is Mexico. Spanish is spoken in Mexico. Mi pas es Mxico. Se
habla Espaol en Mxico.)
Video/Audio Journal About Self: Introduce yourself and give any additional information that you know how to say in the target
language.

Unit 2: School
Country specific presentation: Identify a major city and important landmarks in the chosen country.
Video/Audio Journal About Self: Writing: Describe your school day. Tell what classes you have, the times of the classes, your
teachers, which classes you like and dislike, which classes are easy and difficult.
5

Unit 3 Sports and Leisure activities

Country specific presentation: Identify a sports team or figure unique to your chosen country. Read a sports page in a
newspaper/magazine (Identify cognates).
Video/Audio Journal About Self: Describe to a friend how you like to spend your free time.

Unit 4 Food and Restaurants

Country specific presentation: Research an authentic recipe from a country and/or describe a typical meal in the country. Locate and
research a restaurant in the target country and describe what you would order.
Video/Audio Journal About Self: Describe all the components of your favorite meal. Next, give your opinion of the food from your
target language country. If youve never tried any, tell what you would like to try.

Unit 5 Clothing/Shopping/Stores
Country specific presentation: Identify currency of chosen country. Convert currency to U.S. dollar and demonstrate how much a
particular item would cost in the countryis it cheaper or more expensive? Identify regional clothing and give your opinion about it.
Video/Audio Journal About Self: Describe your favorite outfit or the outfit you are wearing. Compare it to an outfit you think is out of
fashion (provide a picture to show your audience as you describe it).

Unit 6 Family and Celebrations

Country specific presentation: Identify and describe celebrations of chosen country.
Video/Audio Journal About Self: Describe the people that are most important to you. Tell about your family and friends, including
ages, physical description, personality traits etc.

Final Product / Presentations / Culminating entries

Country specific presentation: Present a culminating product which includes all the chosen countrys information in single or mixed
media.
Video/Audio Journal About Self: Add an entry that allows you to include information about yourself that wasnt previously included.

World Languages- Curriculum Map- Level I- Unit #1- Classroom Survival Skills

Unit #1: Classroom Survival Skills

2 weeks (4 weeks 7 period day)

Essential Question(s): How can I survive and thrive in a world language classroom?
Unit Portfolio Projects:
Country specific presentation: Student chooses a country to study throughout the semester/year. Spoken aspect requires students
to state the name of the country and the language spoken there. (Ex: My country is Mexico. Spanish is spoken in Mexico. Mi pas es
Mxico. Se habla Espaol en Mxico.)
Video/Audio Journal About Self: Introduce yourself and give any additional information that you know how to say in the target
language.

Context
(Be Able To)

Vocabulary/Structures
(to know)

MLI.IP1A
Use basic greetings, farewells,
and expressions of courtesy.

Formal/Informal
Greetings: Hello, How are
you?, I am well., I am not
well., Not bad., My name
is, What is your name? ,
Goodbye, See you later)

Names and titles

Expressions of
courtesy/emotion: Thank
you, youre welcome, Nice
to meet you.)

Climate differences

Alphabet

Formal / informal
address

MLI.IP1H
Use sequenced information
such as the alphabet, days of
the week, months, seasons,
and numbers in context.
MLI.CCC3B
Identify basic sound
distinctions.

Culture/ Customs/
Connections

All Languages
http://www.primaryresources.co.uk/mfl/mfl_french.htm

Common gestures
and non-verbal cues
Concept of time

Comparative school
customs/behavior

Numbers 0-31
Calendar (Days, Months)

Technology/ Resources/ Reading

http://www.episcopalacademy.org/htm/Units/Upper/modlan
g/putnam/general/resour.htm

FL Internet Resources for Foreign Language

study
General Resources
www.conjuguemos.com
http://www.csun.edu/~hcedu013/eslsp.html

Videos from
http://gpb.unitedstreaming.com
www.enchantedlearning.com
www.teachersdiscovery.com

French
Geographical areas
where the language

www.uptoten.com

Games, graphics, cartoons

7

Vocabulary/Structures
(to know)

Context
(Be Able To)

Culture/ Customs/
Connections

Technology/ Resources/ Reading

www.cortland.edu/flteach

MLI.CCC1C
Identify examples of
vocabulary, phrases, proverbs,
and symbols from the target
language that are used in
other subjects.

Introduction to telling time

(even, half, quarter hour)

MLI.INT1C Understand simple

instructions.

Sounds/Pronunciation

List of foreign language links

Introduction to Weather
Expressions: cold, hot,
rainy, sunny

Diacritical Marks
MLI.INT2B Recognize basic
non-verbal cues.
MLI.CCC3A
Recognize cognates and
differences in linguistic
systems.
MLI.CCC1A
Demonstrate knowledge of
geographical locations.

is spoken
www.a-vous-la-france.co.uk/les_objets_de_la_classe.htm

German
http://dw-world.de

German radio in 8 languages

www.studying-in-germany.de

radio
www.deurschland.de

Official Portal of the Federal Republic

Classroom Materials/
School Vocabulary:
book, pen, pencil, paper,
notebook, binder,
calculator, eraser, book
bag, cell phone, flash drive,
desk, chair, computer

Classroom Commands:
Stand up, sit, listen, take
out, raise hand, turn, wait,
open, close, enter, write,
read, repeat, speak, work
(in pairs), choose (a
partner), be quiet, pay
attention, watch (TPR only)

Japanese
http://www.mangolanguages.com/main
http://www.youtube.com/watch?v=f9jFUQ5vz08

Spanish
www.studyspanish.com
www.spaineschange.com/es/sistema/educativo
www.spainembedu.org/materials

Cognates

World Languages- Curriculum Map- Level I- Unit #1- Classroom Survival Skills (continued)

World Languages- Curriculum Map- Level I- Unit #2- Self and School

Unit #2: School

2 weeks (4 weeks 7 period day)

Essential Question(s): How might going to school in another country be different from going to a school in the
United States?
Unit Portfolio Projects:
Country specific presentation: Identify a major city and important landmarks in the chosen country.
Video/Audio Journal About Self: Writing: Describe your school day. Tell what classes you have, the times of the classes, your
teachers, which classes you like and dislike, which classes are easy and difficult.

Context
(Be Able To)

Vocabulary/Structures
(to know)

MLI.IP1B
Express likes, dislikes,
preferences.

Expressions of preference:
to like, to dislike, to love, to
prefer

MLI.CCC2B Demonstrate
awareness of students
own cultures.

Subjects:
Math, Science, English,
Social Studies, P.E.,
Spanish, French, German,
Latin, Japanese, Music,
Technology

MLI.IP1H
Used sequenced
information such as
alphabet, days of the
week, months, seasons
and numbers.

Calendar: days, months,

seasons
Time (including minutes,
late and early)

Recycle

Numbers
1-31
Classroom
objects
Classroom
commands
Time (full,
half,
quarter)

Culture/Customs/
Connections
Common gestures and
non-verbal cues
Identify commonly held
viewpoints of the
cultures, such as those
relating to time,
calendar, saints and
education
Systems of education
Importance of
Baccalaureate exam
(when applicable)

Technology/ Resources/ Reading

All Languages
http://polyglot.lss.wisc.edu/lss/lang
/span/span/spanban.html
www.puzzlemaker.com
www.rubistar.4teachers.org
http://cyberschoolbus.un.org/index.html

French
www.utm.edu/department/french/french.html
www.bonjourdefrance.com
www.justlanded.com/englis/france/franceguice/Education/thelycee

Context
(Be Able To)
MLI.IP1E
Give simple descriptions.

Vocabulary/Structures
(to know)

Culture/Customs/
Connections

Technology/ Resources/ Reading

Time zones
Time Numbers (31-60)
Ordinal numbers (1st-10th)

MLI.IP2A Initiate,
participate in, and close a
brief exchange.

Recycle

German
Seasonal differences in
hemispheres

www.campus-germany.de

DAAD scholarships

Classroom activities:
to begin, to end, to erase,
to write, to finish, to eat
MLI.P1A
lunch, to study, to teach, to
Present information from learn, to draw, to paint, to
a variety of sources.
read, to write, to carry, to
go, to arrive, to begin, to
MLI.CU1B
need, (to be) (Students will
Identify commonly held
respond to verbal
viewpoints of the cultures, commands. Students will
such as those relating to
produce the I form of
time, education, and
these verbs)
meals.
Locations in the school:
MLI.CCC1 Relate content Classroom, cafeteria,
from other subjects.
office, gym , restroom, hall,
media center, computer lab
MLI.CCC5B Identify
community and Internet
Descriptive words: It is:
resources.
fun, boring, difficult, easy,
interesting, good, bad

Climate
Countries and capitals

www.germany-tourism.de
www.austria.info/us
www.myswitzerland.com
official tourism web sites
Germany/Austria/Switzerland

Japanese
http://web.mit.edu/21f501/www/linkslangauge

Spanish
www.studyspanish.com
www.conjuguemos.com
www.spainexchange.com/es/sistema_educati
vo
www.spainembedu.org/materials

World Languages- Curriculum Map- Level I- Unit #2- Self and School (continued)

10

World Languages- Curriculum Map- Level I- Unit #3- Leisure Activities

Unit #3: Self and Leisure Activities

3 weeks (6 weeks 7 period day)

Essential Question(s): How is teen life in the United States different from teen life in another country?
What do teens in America and teens in other countries like to do in their spare time and why?
Unit Portfolio Projects:
Country specific presentation: Identify a sports team or figure unique to chosen country. Read a sports page in a
newspaper/magazine (Identify cognates).
Video/Audio Journal About Self: Describe to a friend how you like to spend your free time.

Context
(Be Able To)
MLI.IP1B
Express likes, dislikes,
emotions, agreement, and
disagreement.
MLI.IP1G
Ask questions and
provide responses based on
self and friends (1st-3rd
person singular).
MLI.IP1H Use sequenced
information meaningfully.
MLI.IP2A Initiate, participate
in, and close a brief
exchange.

Vocabulary/Structures
(to know)
Sports: soccer, baseball,
football, tennis,
volleyball, swimming,
skiing, track, golf,
basketball, wrestling,
hockey
Activities: to play, to win,
to lose, to dance, to
sing, to read, to listen to
music, to watch movies
and theater, parties,
computer activities, to
talk on the phone,
television, video games,
to ride bikes, to take
walks, to relax, to hangout, to have fun, to

Recycle

Preferences,
dislikes,
agreement,
disagreement.
Classroom
activities
Time/days of the
week /
weather/seasons
Geography in
discussions of
activities

Culture/ Customs/
Connections

Technology/ Resources/ Reading

Common gestures
and
non-verbal cues

All Languages
www.wordchamp.com

Newspapers for all languages:

Culture as it relates
to leisure activities
in the target culture
as compared to
those in the United
States.

www.teachersdiscovery.com

Sports reports clips

French
www.justfrance.org/france/sports-in-france

German
www.perlentaucher.de

Identify countries in
the target language
that participate in
various sports or
leisure activities.

cultural information
www.spiegel.de

weekly news magazine

www.filmportal.de

central internet platform about

German movies

Sports unique to
11

Context
(Be Able To)

Vocabulary/Structures
(to know)

Recycle

Culture/ Customs/
Connections

Technology/ Resources/ Reading

target countries

www.german-way.com/sport

MLI.INT1A
Identify main ideas and
some details when reading
and listening.

spend time (1st-3rd

person singular)

Classroom
commands

Time (24 hour clock)

Numbers 0-60

MLI.P1A
Present information
gathered from a
variety of sources such as
informal conversations,
interviews, readings, and
media.

Numbers (60 -100)

Japanese

Descriptive adjectives:
smart, strong, weak,
nice, mean, pretty, ugly,
tall, short, dangerous

Spanish

MLI.CCC3A Recognize
similarities/differences
between target language
and English.
MLI.CCC4A Give
information regarding major
current events of the target
language.
MLI.CCC4B Understand the
impact of current events of
target cultures.

Sports in Germany, Austria,

Switzerland

http://www.youtube.com/watch?v=f9jFUQ5
vz08

www.espn.com

Adverbs of frequency:
never, often, from time to
time, sometimes,
always, rarely
Body parts: eyes, nose,
mouth, ears, hands,
head, arms, legs, feet,
shoulders, knees, toes
Expressions of health:
Its good for you. Its
bad for you.

MLI.CU1B
Identify
commonly held cultural
viewpoints.

World Languages- Curriculum Map- Level I- Unit #3- Leisure Activities (continued)

12

World Languages- Curriculum Map- Level I- Unit #4- Food and Restaurants

Unit #4: Food and Restaurants

3 weeks (6 weeks 7 period day)

Essential Question(s): How do traditions concerning food, meals, and dining in the United States differ from those is another
country? What is it like to go into a restaurant in another country? What would I need to know to feel confident when I talk to the
waiter?

Unit Portfolio Projects:

Country specific presentation: Research an authentic recipe from a country and/or describe a typical meal in the country. Locate and
research a restaurant in the target country and describe what you would order.
Video/Audio Journal About Self: Describe all the components of your favorite meal. Next, give your opinion about the food from your
target language country. If youve never tried any, tell what you would like to try.

Context
(Be Able To)

Vocabulary/Structures
(to know)

MLI.IP1C
Order a meal: menu, waiter,
Make simple requests. reservations, pricing, bill, tips, I
would like, Do you have? ,
MLI.IP2B Use formal
How much does it cost?, I am
and informal forms of
hungry, I am thirsty
address.
Meal vocabulary: breakfast,
MLI.IP1D
lunch, dinner, dessert, snack,
Ask for clarification.
to eat, to drink, to order, to ask
for, to want, to be, to have
MLI.IP1G
Ask questions and
provide responses.
Basic food pyramid Meat:
beef, pork, chicken, fish,

Recycle

Likes,
dislikes,
preferences
Descriptive
adjectives

Culture/ Customs/
Connections
Meal customs and
eating habits

Adverbs of
frequency

All Languages
www.mcdonalds.com

Restaurant/caf
etiquette

Menus from around the

world

Paying the bill

French

Activities
Seasons and
activities

Technology/ Resources/ Reading

Common food eaten in

target language
country
Cooking traditions

www.bistrodusommelier.com
http://3suisses.fr
http://frac.com
www.carrefour.com
http://gofrance.about.com/b/2009/05/26/fra
nce-for-foodies-grocery-shopping-and-themarket-experience-in-france.htm
http://library.thinkquest.org/18783/food.html

Agriculture and
13

Context
(Be Able To)

Vocabulary/Structures
(to know)

MLI.IP1B
Vegetables: lettuce, tomato,
Express likes, dislikes, onion, potato, beans, corn,
emotions, agreement, green beans, carrots
disagreement.
Fruit: bananas, orange, apple,
MLI.P1B
grapes, strawberries,
Give basic
pineapple, lemon
information about self
and others.
Grains: bread, cereal, rice
MLI.IP1E
Give simple
descriptions.
MLI.CCC2A
Compare cultural
patterns of behavior
and interaction.
MLI.CCC2B
Demonstrate
awareness of
students own
cultures.
MLI.CU1A
Demonstrate
knowledge of cultural
contributions.

Dairy: milk, cheese, eggs,

yogurt, butter
Beverages: water, soft drink,
coffee, tea, ice
Flavors: sweet, spicy, sour,
salty
Expressions of courtesy:
Thank you very much, my
pleasure, youre welcome, no,
thank you, I would like

Recycle

Numbers
1-100
Time
Commands

Culture/ Customs/
Connections
industry

Technology/ Resources/ Reading

German
www.daskochrezept.de/community

Commonly held
viewpoints of the target
culture, such as those
relating to time and
meals.

information about cooking in

Germany

Compare and contrast

cultural views
regarding time and
meals with those in the
United States.

Japanese

www.knorr.de

recipes and ideas for cooking

http://japanese.about.com/bl_food.htm

Spanish
www.Comidakraft.com
http://www.mypyramid.gov/sp-index.html
Food pyramid in Spanish includes articles
and basic descriptions; Downloadable
documents for students to track food they
eat.

Expressing dissatisfaction:
hot, cold, there is, there is not
Talking about many people
(we, you plural, they)
Question words: what, who,
where, when, why, how much,
which
14

World Languages- Curriculum Map- Level I- Unit #5- Clothing/Shopping/Stores

Unit #5: Clothing/Shopping/Stores

3 weeks (6 weeks 7 period day)

Essential Question(s): How do shopping and clothing customs in different countries differ from those in the United States? Is
fashionable the same in all countries? What is the shopping experience in the target culture(s)?

Unit Portfolio Projects:

Country specific presentation: Identify currency of chosen country. Convert currency to U.S. dollar and demonstrate how much a
particular item would cost in the countryis it cheaper or more expensive. Identify regional clothing and give your opinion about it.
Video/Audio Journal About Self: Describe your favorite outfit or the outfit you are wearing. Compare it to an outfit you think is out of
fashion (provide a picture to show your audience as you describe it).

Context
(Be Able To)
MLI.IP1E
Give simple
descriptions.

Vocabulary/Structures
(to know)
Colors: red, blue, green,
yellow, brown, black, white,
pink, purple, light, dark

MLI.IP1C
Numbers (1-1000)
Make simple requests.
Clothing: shirt, pants, dress,
MLI.IP1D
skirt, jacket, sweater, shoes,
Ask for clarification.
socks, hat, jewelry
MLI.P1B
Give basic information
about self and others.

Describing clothing: ugly,

pretty, long, short, expensive,
cheap

Recycle
Preferences
and dislikes
Expressions
of courtesy
Numbers 1100
To ask for, to
want, to
need,

Shopping: to go, to buy, to

wear, to choose, to pay, do

Technology/ Resources/ Reading

Pricing

All Languages

Commonly held
viewpoints of the target
culture, specifically
about shopping,
clothing

http://www.xe.com/ucc/

Sizing

Adjectives
MLI.INT1B
Comprehend simple,

Culture/ Customs/
Connections

Compare and contrast

cultural views
regarding clothing with
those views in the
United States.

Currency Converter
www.europeanunionfocus.com

All about the EU

French
http://www.bbc.co.uk/languages
/french/talk/shopping/
http://www.digitaldialects.com/French/Cloth
es.htm

Commands
15

Context
(Be Able To)
culturally authentic
announcements,
messages, and
advertisements.
MLI.CCC1B
Apply previously
learned skills from
other subjects, when
appropriate, to
demonstrate
knowledge in the
target language (e.g.
using basic math
skills).
MLI.IP1F
Comprehend basic
directions.
MLI.INT2A
Differentiate among
statements, questions,
and exclamations.

Vocabulary/Structures
(to know)
you have? How much does it
cost?)

Recycle

Culture/ Customs/
Connections
Currency of target
countries

Technology/ Resources/ Reading

German
http://www.bbc.co.uk/languages
/german/lj/presents/

Idioms: To be fashionable etc.

to fit, to look good

www.ecb.int/stats/exchange

Stores: grocery store, post

office, department store,
souvenir/gift shop, shopping
center, bank

Japanese

Directions: north, south, east,

west, near, far, next to, to turn,
to stop, to cross, right, left,
straight

http://shopping.yahoo.com/search/

The European Central Bank: Press,

Events, Publications

http://www.masteranylangauge.com/cgi/f/r
/View.pl?pc=MALJapanese&tc=
clothing&vm=fc&la=
http://japanese.about.com

Spanish
http://www.bbc.co.uk/languages/spanish/tal
k/ shopping/
http://www.elearnspanishlanguage.com/voc
abulary/clothing.html

www.elcorteingles.es/tiendas

Spanish shopping site

MLI.P2B Demonstrate
comprehension of
rehearsed material.

World Languages- Curriculum Map- Level I- Unit #5- Clothing/Shopping/Stores (continued)

16

World Languages- Curriculum Map- Level I- Unit #6- Family and Celebrations

Unit #6: Family and Celebrations

3 weeks (4 weeks 7 period day)

Essential Question(s): How does family life in another country differ from family life in the United States? How are important
events celebrated?

Unit Portfolio Projects:

Country specific presentation: Identify and describe celebrations of chosen country.
Video/Audio Journal About Self: Describe the people that are most important to you. Tell about your family and friends, including
ages, physical description, personality traits etc.

Context
(Be Able To)

Vocabulary/Structu
res
(to know)

MLI.P1B
Give basic information about self
and others including family activities.

Family: mother,
father, brother,
sister, uncle, aunt,
cousin, grandfather,
grandmother)

MLI.IP1G
Ask questions and provide
responses based on topics such as
self, family, holidays etc.
MLI.P1A
Present information gathered from a
variety of sources such as informal
conversations, interviews, reading,
and media.

Recycle

Numbers 0-100
Expressions of
courtesy

Culture/
Customs/
Connections
Culture specific
celebrations
Blended family
vocabulary

Pastimes
Descriptive
adjectives: blond,
dark, light, tall, short,
brunette, beautiful,
handsome, nice,
intelligent, funny,
red-head, serious

Descriptive
adjectives
Expressions of
like, dislike,
agreement,
disagreement,
preferences and
opinion

Cultural use of
last name
Identify customs,
behavior,
common
gestures and
non verbal cues,
names and titles
and geographical

Technology/ Resources/
Reading

All Languages
http://tlc.howstuffworks.com/family/chri
stmas-traditions-around-the-worldga5.htm
www.teacherdiscovery.com
www.wordchamp.com
www.quia.com
www.teachertube.com
www.quizlet.com
www.20q.net

17

Context
(Be Able To)

Vocabulary/Structu
res
(to know)

Recycle

MLI.P2A
Demonstrate Novice-Mid proficiency
in pronunciation and intonation when
presenting rehearsed material.

Activities: to have, to
be, to live, to
celebrate, to have
fun, to dance, to
sing, to leave, to
say, to name or call
oneself, to live (all
forms))

Verbs: to sit, to
wait, to open, to
close, to read, to
write, to speak, to
enter, to choose,
to eat, to drink, to
carry, to go, to
arrive, to begin, to
love, to talk on the
phone, to prefer, to
name, to call
oneself

MLI.CU1C
Describe customs and traditions of
the culture such as greetings,
celebrations, and courtesies.

Possessive
adjectives
MLI.CCC2A
Compare patterns of behavior and
interaction in the students own
culture with the target language.

Vocabulary:
culturally specific
celebrations

There is, there are

MLI.IP2C Demonstrate Novice-Mid

proficiency in oral and written
exchanges.

Past tense is
introduced in
previews for Level II

Idiomatic
expressions
associated with
celebrations in the
target language

MLI.INT1D Demonstrate Novice-Mid

proficiency in listening, viewing and
reading comprehension.
MLI.P1C Demonstrate Novice-Mid
proficiency in oral and written
presentations.
MLI.CCC5A Identify examples of
target language and culture in media
forms.

Culture/
Customs/
Connections
locations where
the target
language is
spoken.
Compare and
contrast
American
cultural views
regarding
celebrations with
those of the
target language

Technology/ Resources/
Reading
French
www.uptoten.com
www.bonour.com
www.frenchtutorial.com
www.lsfrench.com
www.frenchchassistant.com
www.loquella.com
www.10best.com
www.casareal.com
www.discoverfrance.nt
/France/DF-holidays

German
www.clubliste.de

from Hip Hop to Funk, from

Techno to Reggae
www.popkomm.de

Some verbs of
frequency, always,
never, often, from
time to time,
sometimes, rarely

Japanese
http://japanese.about.com/bl_family.ht
m
http://jappaneselangaugecultur
efood.com/japanese-culturecelebration-otoshidama.htm

Spanish
www.studyspanish.com
www.conjuguemos.com
www.spainexchange.com

Pastimes and
leisure activities

World Languages- Curriculum Map- Level I- Unit #6- Family and Celebrations (continued)
18

French- Bien Dit Level I- Textbook Alignment to Curriculum Map

Unit #1 Classroom Survival Skills
Unit #2 School
Unit #3 Self/Leisure Activities
Unit #4 Food/ Restaurants
Unit #5 Clothes/Shopping/Stores
Unit #6 Family and Celebrations

Chapter 1 : Salut, les copains ?

Chapter 4 : Mon anne scolaire

Chapter 2 : Quest-ce qui te plait?
Chapter 5: Le temps libre
Chapter 6: Bon apptit
Chapter 7: On fait les magasins
Chapter 9: Allons en ville!
Chapter 3: Comment est ta famille?
Chapter 8: la maison

19

Spanish- Avancemos Level I- Textbook Alignment to Curriculum Map

Unit #1 Classroom Survival Skills

Unit #2 School
Unit #3 Self/Leisure Activities

Unit #4 Food/ Restaurants

Unit #5 Clothes/Shopping/Stores
Unit #6 Family and Celebrations

Leccin Preliminar
Unidad 2: Leccin 1: Somos Estudiantes
Calendar p. 165

Unidad 2: Leccin 1: Somos Estudiantes

Unidad 2: Leccin 2: En la escuela
Ordinal Numbers: p. 258
Unidad 1: Leccin 1: Qu te gusta hacer?
Unidad 1: Leccin 2: Mis amigos y yo
Unidad 6: Leccin 1: Cul es tu deporte favorito?
Health and Body Parts: p. 327
Adverbs of Frequency: p. 87, 93
Unidad 3: Leccin 1: Mi Comida Favorita
Food Culture: p. 186, 187
Unidad 4: Leccin 2: Qu hacemos esta noche?
Unidad 4: Leccin 2: Qu hacemos esta noche?
Colors p. 195
Unidad 3: Leccin 2: En mi familia
Unidad 1: Leccin 2: Mis amigos y yo
Unidad 5: Leccin 2: Una fiesta en casa
20

Culturally Specific Celebrations: C1-C25

21