ROSE TREE MEDIA SCHOOL DISTRICT COURSE CURRICULUM COURSE TITLE: French GRADE LEVEL: 7 CREATION DATE: June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting Approx. Time Allotment: written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Vocabulary: Produce and perform brief guided Oral Presentations Text Review of skills for French 6 conversations related to student's Bienvenue ( Glencoe, Simulated activities through role Cafe foods, Food shopping, Daily needs and interests Macmillan/McGraw-Hill,1994) playing activities, Places in the City, Immediate Create brief conversations related to . Student Edition Paired communicative activities Family Members, Basic Personality and public place functions in simulation. Teacher’s wraparound edition Cooperative learning groups Physical Traits, Colors, Basic Clothing, restaurant, shopping, train station, . Writing activities Workbook Drilling Transportation, Weather Terms, School airport, daily routines & Student tape manual, Student Memorization terms, Leisure Activities, Simple Games, Prepare and respond to basic edition Dictation Clothing size and colors. Shop for clothing. directions, instructions, commands, . Writing activities Workbook, TPR activities Personal grooming and daily routine, and requests in the classroom Teacher’s annotated edition Visual and verbal cues ( e.g. Physical fitness Describe state of being and feelings Propose and answer simple questions . Student tape manual, teacher’s situation cards ) Grammar Generate conversations integrating edition ( tape script) Modeling Articles: Partitive (lexical) basic routine social situations . Audio cassette program Realia Nouns: Gender, Partitive as a (lexical item) including greetings, leave takings, . Overhead transparencies Audio tape activities Qui as a subject and simple introductions of self and . Video cassette program Videotape activities Prepositions: (lexical item) in, to, from, at, family . Computer software: Practice Overhead transparency activities on, under, in front of, behind Describe daily environment related and test generator Computer software activities Pronouns: subject, interrogatives (who), topics-weather, time, seasons in . Communication Activities Games, skits, songs and puzzles disjunctive pronoun, reflexive pronouns routine conversations and apply these masters Speaking and writing activities ( concepts as appropriate Verbs: . Bell ringer review black line e.g. Workbook exercises, taking present indicative and near future of Count and use numbers in other masters notes, listing, categorizing, regular “er”, “ re” and “ ir” verbs. functions-temperature, time, money, . Situation cards labeling, summarizing, comparing, Irregular verbs-avoir, aller, faire, etre, to indicate quantity pouvoir, vouloir, mettre, prendre, Devise simple narrative about a . Chapter quizzes with answer contrasting) apprendre, comprendre, partir, sortir, personal experience or event key Activating prior knowledge dormir, croire, voir, reflexive verbs, State preferences pertaining to every . Testing program with answer Interviewing changes in verbs like acheter, manger day life key Reading aloud- teacher Adjectives: common regular forms, Demonstrate comprehension of short Reading aloud- student possessives, demonstratives, irregular face to face and audio conversations Other Brainstorming adjectives, comparative adjectives, on familiar topics Scholastic MagazineBonjour superlative. Assess main idea of simple French 7 Page 1 -1- June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Benchmark/Skills Assessment Resources/Technology Conjunctions: mais, et, parce que oral/written narratives and texts on Verb Sheets Adverbs: bien, mal, frequency, trop Interrogatives: ou, comment, qui, qu'estce que, pourquoi, quand, quel, combien Syntax simple negative formation, simple interrogative formation, subject/verb agreement: gender and number agreements, contractions with “a” and “de”, use of the pronoun “on”. Question formation with qui as a subject or object. French 7 familiar topic Distinguish words and phrases heard or seen in songs Utilize appropriate responses to oral and/or written requests, directions and other information Identify people and objects based on oral and written descriptions Demonstrate comprehension and use for contextualized understanding of isolated words or phrases in authentic but unfamiliar printed material or announcements from target culture Repeat unfamiliar words that recombine familiar sound patterns and letter combinations Use knowledge of linguistic system (grammar, word patterns) to derive meaning from unfamiliar material Use cognates to facilitate comprehension Read aloud familiar stories, passages, dialogues etc. with appropriate intonation and comprehensible pronunciation Recite proverbs, nursery rhymes, short poems, and songs Compose and present simple guided texts on familiar topics Reproduce in written form most language that is used orally Use oral or written language to give Page 2 Approx. Time Allotment: Instructional Strategies Hardware CD Player Cassette tape recorder VCR player DVD player Computer -2- June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Benchmark/Skills Assessment Resources/Technology Approx. Time Allotment: Instructional Strategies messages, and complete short guided paragraphs, etc. Use oral or written language to produce and share illustrated stories or projects Interpret and use gestures germane to the language Practice skills using “Teacher of the Day” Evaluate communicative skills using discrete point quizzes and prochievement Chapter Tests Recite dialogues Create role plays Assess aural comprehension via dictation Describe a family member Introduce a new friend Select and order from a cafe menu Discuss daily activities Produce projects( e.g. calendars, daily logs, family trees) Develop oral Presentations using relevant vocabulary and grammatical concepts Construct reports Assess listening skills using TPR French 7 Page 3 -3- June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Adaptations/Inclusion Techniques Enrichment Strategies Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities, assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Explain unfamiliar concepts and terminology Use contextural clues Assist in developing possibilities Support with realia Color code or highlight Provide tutoring and peer mentoring Employ memory techniques Provide Individualized Instruction Give advance notice regarding future assignments Note taking by classmates for reproduction World Language Departmental Initiatives Immersion trips to Canada Reciprocal Exchange program to France District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship National Contests World Language Honor Society Fun Day French 7 Level I Opportunities Field trips Music Student designed activities Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities) Guest speakers/ Visiting artists Out of class enhancement activities ( e.g. Movies, language luncheon groups) Page 4 Remediation Strategies Approx. Time Allotment: Multicultural/Interdisciplinary Connection World Languages- French, German, Latin, Spanish( compare and contrast languages within the discipline) Mathematics ( currency exchange, measurement systems) Geography ( maps, demographics, climate) Language Arts ( etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema) Social Studies ( culture, civics, history, humanities, economics, ethnicity, government) Music ( folk songs, dances, popular music, musical instruments) Art ( art history, crafts, student art projects, architecture) Science ( famous scientists, ecology, natural sciences) Consumer Sciences ( cuisine, etiquette, fashion, advertising) Physical Education ( sports, recreational activities, health and fitness) Technology Education ( student projects and research utilizing technology) -4- June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Vocabulary: Review of skills for French 6. Cafe foods Food shopping, Daily activities, Places in the City, Immediate Family Members, Basic Personality and Physical Traits, Colors, Basic Clothing, Transportation, Weather Terms, School terms, Leisure Activities, Simple Games, Clothing size and color, Shop for clothing, Personal grooming and daily routing. Physical fitness. Grammar Articles: partitive (lexical) Nouns: gender, partitive as a (lexical item)Qui as a subject Prepositions: (lexical item) in, to, from, at, on, under, in front of, behind Pronouns: subject, interrogatives (who), disjunctive pronouns, reflexive pronouns Verbs: present indicative and near future of regular “er”, “ re” and “ ir” verbs. Irregular verbs-avoir, aller, faire, etre, pouvoir, vouloir, mettre, prendre, apprendre, comprendre, partir, sortir, French 7 Approx. Time Allotment: Aligned Materials/ Resources/Technology CONNECTIONS Text Use every day number skills to do simple Bienvenue ( Glencoe, math problems and to calculate currency Macmillan/McGrawequivalencies in the target language Hill,1994) Make, label and read maps using Student Edition appropriate geographical terms in the target language Teacher’s wraparound edition Manipulate the applications of the metric Writing activities Workbook system in talking about weather, height, & Student tape manual, weight, distance Student edition Recognize famous historical events, Writing activities Workbook, people, landmarks, places, products from the target culture Teacher’s annotated edition Examine American historical events, place Student tape manual, teacher’s names, famous people and events from the edition ( tape script) target culture perspective and influence Audio cassette program Discuss and express preferences about Overhead transparencies sports, games and equipment for these in the target language Video cassette program Demonstrate knowledge of other forms of Computer software: Practice government and test generator Apply as appropriate language arts skills to the target language-punctuation, dictionary Communication Activities masters skills, reading and writing skills Demonstrate awareness of artistic and Bell ringer review black line musical contributions, and practices masters present in the target culture-famous works Situation cards of art, special musical instruments, famous Chapter quizzes with answer artists or composers, well known songs key Use computer, multimedia, traditional texts and printed material to find Testing program with answer information on familiar themes to integrate key in other target language activities (menus, Internet phone book ads, TV and movie listings) Assessment Instructional Strategies Oral Presentations Simulated activities through role playing Paired communicative activities Cooperative learning groups Drilling Memorization Dictation TPR activities Visual and verbal cues ( e.g. situation cards ) Modeling Realia Audio tape activities Videotape activities Overhead transparency activities Computer software activities Games, skits, songs and puzzles Speaking and writing activities ( e.g. Workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting) Activating prior knowledge Interviewing Reading aloud- teacher Reading aloud- student Brainstorming Analyze form, presentation, layout of Page 5 -5- June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills dormir, croire voir, reflexive verbs, changes in verbs like acheter, manger Adjectives: common regular forms, possessives, demonstratives, irregular adjectives, comparative adjectives Conjunctions: mais, et, parce que Adverbs: bien, mal, frequency, trop Interrogatives: ou, comment, qui, qu'est-ce que, pourquoi, quand, quel, combien Syntax: simple negative formation, simple interrogative formation, subject/verb agreement: gender and number agreements, contractions with “a” and “de”, use of the pronoun “on”. Question formation with qui as a subject or object. French 7 Approx. Time Allotment: Assessment target culture products to examine culturally imbedded features COMPARISONS Recognize borrowed words from the target language Recognize Anglicisms present in the target language Compare grammatical structures, pronunciation and writing systems between native and target languages Identify different social conventions( e.g. forms of address, idiomatic expressions, phone etiquette) Demonstrate understanding that vocabulary terms mean different things in different cultures Identify and understand cognates between languages Understand and use appropriate nonverbal communication of the target language Use the target language in a manner appropriate to the etiquette of the native speaker Compare and contrast basic conditions in the various target cultures( e.g. weather, seasons, food customs) Speculate and defend perceptions on why certain products are important in the target culture Compare target culture products toys, games, foods, with those in native culture Compare target culture daily practices (e.g. grocery shopping) with native culture Compare celebrations and holidays Page 6 Aligned Materials/ Resources/Technology Other Scholastic Magazine- Bonjour Verb Sheets Instructional Strategies Hardware CD Player Cassette tape recorder VCR player DVD player Computer -6- June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: Approx. Time Allotment: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Aligned Materials/ Resources/Technology Assessment Instructional Strategies common to the cultures of the target language and the native culture (U.S.) (e.g. Thanksgiving only celebrated in U.S., why and where is Mardi Gras celebrated) Compare some American and French dining habits. Contrast some French and American food shopping customs. Tell and compare some differences between train travel in France and the U.S. Tell come differences between French and American vacation habits. Talk about differences in clothes shopping in France and the U.S. Talk about what people do to stay fit in France and the U.S. COMMUNITY Identify the target language in the students' daily life ( e.g. restaurant menus, recipes, TV commercials, travel programs, movies) Find connections with the target culture through the use of technology, media and authentic sources Participate in structured curricular programs designed to extend learning beyond the classroom (e.g. visiting artists, field trips) Discover and utilize rich resources within the RTM community Use target language to respond to basic target language situations encountered in the students' daily life (e.g. read a menu, write to a pen pal, give directions to a visitor, thank visiting artists) French 7 Page 7 -7- June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: Approx. Time Allotment: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Aligned Materials/ Resources/Technology Assessment Instructional Strategies Listen to music, sing songs, and/or play instruments from target culture Participate in games and sports from target culture Read age-appropriate and linguistically appropriate materials from target culture Experience new foods from target culture View age-appropriate and linguistically appropriate films from target culture Appreciate target culture elements that are related to travel experiences Demonstrate survival skills in an immersion experience Evaluate communicative skills and cultural knowledge using discrete point quizzes and prochievement chapter tests Recite dialogues Create role plays Assess aural comprehension via dictation Select and order from a cafe menu Discuss daily activities and current events Produce projects( e.g. calendars, daily logs, family trees) Construct reports Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge. French 7 Page 8 -8- June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: Approx. Time Allotment: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Adaptations/Inclusion Techniques Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities, assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Explain unfamiliar concepts and terminology Use contextural clues Assist in developing possibilities Support with realia Color code or highlight Provide tutoring and peer mentoring Employ memory techniques Provide Individualized Instruction Give advance notice regarding future assignments Note taking by classmates for reproduction Enrichment Strategies World Language Departmental Initiatives Immersion trips to Canada Reciprocal Exchange program to France District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship National Contests World Language Honor Society Fun Day Community concert series Level I Opportunities Field trips Bridge program Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities) Remediation Strategies Multicultural/Interdisciplinary Connection World Languages- French, German, Latin, Spanish( compare and contrast languages within the discipline) Mathematics ( currency exchange, measurement systems) Geography ( maps, demographics, climate) Language Arts ( etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema) Social Studies ( culture, civics, history, humanities, economics, ethnicity, government) Music ( folk songs, dances, popular music, musical instruments) Art ( art history, crafts, student art projects, architecture) Guest speakers/ Visiting artists Prepare a French dish and share it (cross-cultural comparison) French 7 Page 9 -9- June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the Approx. Time Allotment: practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Resources/Technology Topics: Identifying cultural differences in Text Review of skills for French 6. Cafe foods, the areas of number formation, Bienvenue ( Glencoe, Food shopping, Daily activities, Places in the telling time, calendar design, Macmillan/McGraw-Hill,1994) City, Immediate Family Members, Basic giving phone numbers . Student Edition Personality and Physical Traits, Colors, Basic Use appropriate courtesy and . Teacher’s wraparound edition Clothing, Transportation, Weather Terms, etiquette behaviors in basic daily. Writing activities Workbook School terms, Leisure Activities, Simple life social situations (e.g. greeting, & Student tape manual, Student Games, Clothing size and color, Shop for leave takings) edition clothing, Personal grooming and daily routine. Support oral language through . Writing activities Workbook, Physical fitness. culturally appropriate nonverbal cues in simple daily-life situations Teacher’s annotated edition . Student tape manual, teacher’s Grammar (e.g. counting from thumb, Articles: partitive (lexical) signaling waiter) edition ( tape script) Nouns: gender, partitive as a (lexical item) Compare and identify cultural . Audio cassette program Qui as a subject similarities and differences in . Overhead transparencies Prepositions: (lexical item) in, to, from, at, areas related to linguistic concepts . Video cassette program on, under, in front of, behind studied (e.g. food, clothing, leisure . Computer software: Practice Pronouns: subject, interrogatives (who), time, school) and test generator disjunctive pronouns, reflexive pronouns Discuss and dispel inappropriate . Communication Activities stereotypical images associated Verbs: masters present indicative and near future of regular with the target culture . Bell ringer review black line “er”, “ re” and “ ir” verbs. Irregular verbsDemonstrate awareness of special avoir, aller, faire, etre, pouvoir, vouloir, customs of target culture as related masters . Situation cards vouloir, mettre, prendre,apprendre to daily-life activities and special comprendre, partir, sortir, dormir, croire, voir, events (holidays, gift giving, social . Chapter quizzes with answer reflexive verbs, Changes in verbs like acheter, roles) key manger Sing folk songs in target language . Testing program with answer Adjectives: common regular forms, Identify contributions of target key possessives, demonstratives, irregular culture to English language and . Internet adjectives, superlatives American society Other Conjunctions: mais, et, parce que Research and describe significant Adverbs: bien, mal, frequency, trop locations and monuments of target Scholastic Magazine- Bonjour Verb Sheets Interrogatives: ou, comment, qui, qu'est-ce culture Benchmark/Skills French 7 Assessment Page 10 Instructional Strategies Oral Presentations Simulated activities through role playing Paired communicative activities Cooperative learning groups Drilling Memorization Dictation TPR activities Visual and verbal cues ( e.g. situation cards ) Modeling Realia Audio tape activities Videotape activities Overhead transparency activities Computer software activities Games, skits, songs and puzzles Speaking and writing activities ( e.g. Workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting) Activating prior knowledge Interviewing Reading aloud- teacher Reading aloud- student Brainstorming - 10 - June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the Approx. Time Allotment: practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Resources/Technology Benchmark/Skills Assessment que, pourquoi, quand, quel, combien Syntax simple negative formation, simple interrogative formation, subject/verb agreement: gender and number agreements, contractions with “a” and “de” (partitif positive and negative), use of the pronoun “on”. Question formation with qui as a subject or object. Demonstrate awareness of global impact of target language. Demonstrate knowledge of geographical features, landmarks, seminal historical events, key institutions and some political structures of the target culture environments Demonstrate knowledge of selected major works of art, music, literature, if possible using the target language Interpret and use gestures germane to the language Evaluate cultural awareness using discrete point quizzes and prochievement Chapter Tests Recite dialogues Create role plays Assess aural comprehension via dictation Describe a family member Introduce a new friend in a cultural context Select and order from a cafe menu Discuss daily activities Produce projects( e.g. calendars, daily logs, family trees) Develop oral presentations within an appropriate cultural context Construct reports Assess cultural assimilation using TPR Daily: Europeen calendar, Clock, Street signs, In the Francophone World, Cafe routines, Shopping, sizes, Open markets, Flea markets, Geography, Travel: Airports and Airlines (Aerospace industry), Train stations, Bullet train, French Cuisine, Cooking and food, eating habits, Metrique system, Leisure time, French writers, leisure time for teenagers,Review of skills for French 6. Cafe foods, Food shopping, Daily activities, Places in the City, Immediate Family Members, Basic Personality and Physical Traits, Colors, Basic Clothing, Transportation, Weather Terms, School terms, Leisure Activities, Simple Games, Clothing size and color, Shop for clothing, Personal grooming and daily routine. Physical fitness. Customs and traditions associated with dining in France. French 7 Page 11 Instructional Strategies Hardware CD Player Cassette tape recorder VCR player DVD player Computer - 11 - June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Adaptations/Inclusion Techniques Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities, assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Explain unfamiliar concepts and terminology Use contextural clues Assist in developing possibilities Support with realia Color code or highlight Provide tutoring and peer mentoring Employ memory techniques Provide Individualized Instruction Give advance notice regarding future assignments Note taking by classmates for reproduction French 7 Approx. Time Allotment: Enrichment Strategies World Language Departmental Initiatives Immersion trips to Canada Recriprocal Exchange program to France District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship National Contests World Language Honor Society Fun Day Community concert series Level I Opportunities Field trips Rank Level I projects Bridge program Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities) Guest speakers/ Visiting artists Page 12 Remediation Strategies Multicultural/Interdisciplinary Connection World Languages- French, German, Latin, Spanish( compare and contrast languages within the discipline) Mathematics ( currency exchange, measurement systems) Geography ( maps, demographics, climate) Language Arts ( etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema) Social Studies ( culture, civics, history, humanities, economics, ethnicity, government) Music ( folk songs, dances, popular music, musical instruments) Art ( art history, crafts, student art projects, architecture) - 12 - June, 2004