Davis School District World Languages Curriculum Guide
French, Spanish & German – First Year
Term 1 – My Family & I
Term 2 – My Friends & I
Topics (big ideas)
 Introductions and farewells
 Likes and dislikes
 Family members
 Ages
 Birthdays
 Professions
 Descriptions
Topics (big ideas)
Characteristics (colors & descriptive
Learning Targets
(what are students able to DO)
family members
Say my hobbies and those of my family
Talk about my family
Term 4 – My House
Topics (big ideas)
School day
People and places in the school
Subjects
Supplies
After-school activities
School sports
Topics (big ideas)
 Responsibilities & family
 Rooms & furnishings
 Our pets
 Eating with the family
 Our holidays and celebrations
Learning Targets
Learning Targets
Learning Targets
(what are students able to DO)
(what are students able to DO)
(what are students able to DO)
adjectives)
Feeling and emotions
Activities
Fashion, clothes shopping
On the town (where we go & when)
I can…
I can…
 Introduce myself, my family to others  Talk about what my friends and I like
to do
 Talk about what my family and I like to
do
 Talk about my friends
 Give my age and that of my family
 Talk about my feelings and emotions
members
 Talk about my clothing
 Give my birthdate and that of my
 Talk about where my friends and I like


Term 3 – My School
to go
I can…
I can…
 Describe my class schedule
 Tell about my family and who does
what at home
 Connect school supplies with the classes
they are used in
 describe my bedroom
 Compare my school day to that of a
 tell about my house
student in the target language’s culture  tell about animals I like or have
 Say what my friends and I do after
 describe a typical meal in my house
school
 plan my favorite meal
 Name people in the school and the
 compare our family mealtimes to those
places they work


Tell what happened at school
Say what I am going to do



in the target culture
order in a restaurant
describe a family holiday or celebration
compare a holiday or celebration in my
culture to one in the target culture
Knowledge
Knowledge
Knowledge
What vocabulary and structures are
needed to demonstrate proficiency
What vocabulary and structures are
needed to demonstrate proficiency
What vocabulary and structures are needed What vocabulary and structures are
to demonstrate proficiency
needed to demonstrate proficiency
Vocabulary
 Culturally
Vocabulary
Grammar
Vocabulary
Grammar
Commands
 To like + inf.
 Transition words  “I was”
 To like + to go + Only lexical chunks as  School subjects
 “I had”
place
needed
 Ordinal numbers  I went”
 Possessive adj.
The above 3 taught as
 Telling time (in
lexical items, not as
 Activities
context)
grammar
 Hobbies
 Likes & dislikes
Simple future
 Clothing
 School supplies
 Colors
 School culture in the
target culture
 Places to go
 Extracurricular
 Descriptive adj. for
Vocabulary
Grammar
 Household chores Lexical chunks with

Descriptive adj. for
clothing


Numbers

Days of the week









appropriate
Introduction
phrases/presentations
Grammar
Only lexical chunks as
needed
Culturally
appropriate leave
taking
Family members
Possessive
adjectives
Hobbies &
activities w/I our
family
To like +
infinitive
Numbers
Age expressions
Calendar terms
Professions
activities, clubs,
school sports
people


Physical
descriptions
Personality
descriptions
Opposites with
BUT


Days of the week
School professions
Knowledge
inside & out
household chores

Possessive
adjectives

Lexical chunk “I would
like”
Rooms of the
house

Basic household
furnishings



Food vocabulary

Basic restaurant
etiquette
Meals of the day
Important holidays
and celebrations
Simple future “going to
go”