New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High
Standard 7.1 World Languages: All students will be able to use a world language in
Proficiency
addition to English to engage in meaningful conversation, to understand and interpret
Level:
spoken and written language, and to present information, concepts, and ideas, while also Novice-High
gaining an understanding of the perspectives of other cultures. Through language study,
they will make connections with other content areas, compare the language and culture
studied with their own, and participate in home and global communities.
Strand B. Interpersonal
Essential Questions
Enduring Understandings
K-5:
K-5:
What can I do to keep the
I can talk with others about topics that I have practiced. I attempt to use
conversation going?
knowledge, skills and strategies I have already learned to keep the
conversation going.
6-12:
6-12:
What can I do to keep the If I ask the right questions and give thoughtful responses, I can keep
conversation going?
someone talking to me.
I can talk around words that I do not know by using circumlocution (Use of
alternate words and expressions to convey meaning or express an idea that is
beyond my current ability.) For example, “The place where I buy stamps”
for “post office.”
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Human and animal
migration are often related
to the availability of
resources and the ability to
adapt to the environment.
Due to globalization and
advances in technology, the
products and practices of a
culture change over time,
and these changes may
impact cultural perspectives.
CPI
7.1.NH.B.1
Use digital tools to
exchange basic information

After researching animal migration in their science class, connect with
a target language class using SKYPE or a similar application and
exchange information related to animals that live in both places. (4-8)

Connect with a target language class using SKYPE or a similar
application and exchange information related to technology tools that
students use in both schools. Examine how the tools have evolved over
time and how they have impacted practices. (6-12)
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. In order to prepare for a presentation about animals and habitats in
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High
by recombining memorized
words, phrases, and
sentences on topics related
to self and targeted themes.
different parts of the world, post and respond to voicethread postings
asking students in your class and in your sister school class to observe
animals in their backyard and post observations and comments for a
week. (4-8)
2. In order to gather information for a presentation about the impact of
technology on the behavior of youths in the home culture and the target
culture, post and respond to voicethread postings that ask participants to
chart their use of technology for a week. (6-12)
Resources
 www.epals.com
This site will allow teachers to search for a classroom connection
throughout the world or to post a request for a specific type of classroom
connection. There are several collaborative projects that allow students
to explore global issues. Communication can take place student to
student or classroom to classroom.
 http://www.skype.com/
Teachers may download free software that allows them to make free talk
and video calls and to chat with classrooms across the world.
 www.edmodo.com
Teachers may use this website to encourage student responses to
presentations. For example, if one student is talking to the class about
what he likes to do during his free time, the other students may post
their reactions to his comments. They may state that they have the same
preference, a different preference, or that they have a friend or family
member who enjoys the same type of activities. Students may also
respond to the comments left by their classmates.
 www.voicethread.com
Teachers may post questions related to the target theme and ask students
to post responses or to react to responses left by others.
 http://www.google.com/educators/p_apps.html
Google Message Security is being offered free of charge to schools that
enroll prior to July 2010. Visit Free enrollment for additional
information.
 http://www.wikispaces.com/
Wikispaces provide a venue for students and teachers to collaborate.
There is a mechanism in place for discussion. Teachers may choose to
post questions and have students respond to these questions and to other
students’ responses. There is a blog associated with wikispaces where
users share how they have incorporated their use in the classroom:
http://blog.wikispaces.com/2009/08/cool-tools-for-school-and-gettingtricky-with-wikis-two-exceptional-resources.html
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpersonal Mode. Scroll down to video #2.
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New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High

Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
 Notes:
o Digital recorders allow students to record interpersonal and
presentational tasks. Teachers may upload the completed tasks
for evaluation at a later time.
o Many cell phones have a voice memo application. This
application can be used to record interpersonal and presentational
tasks. Students may e-mail the file to the teacher for evaluation at
a later time.
Content and Cumulative
Progress Indicators (CPIs)
Content
Human and animal
migration are often related
to the availability of
resources and the ability to
adapt to the environment.
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:

Complete a graphic organizer in which they place pictures of animals of
the rainforest in categories based on written or oral descriptions of the
animals and their habitat. (4-8)

Complete a graphic organizer in which they match pictures of animals to
their food source based on oral or written input. (K-8)
 Note: Prior to allowing students to work independently, teach
students how to ask for and give confirmation.
Personal preferences and
skills are key factors to
consider when making
decisions about
postsecondary plans.

After examining a document such as the one found at
http://openseminar.flacso.edu.mx/loja/wpcontent/uploads/2008/04/mapa_conceptual2.JPG, exchange
recommendations for preparing to live and work in the 21st century in
the target culture and the home culture. (6-12)
 Notes:
o The above website was found by doing a Google search limited to
Mexico and inserting the Spanish words for “Competencies for
the 21st Century.”
o The following website provides information on the life skills
highlighted by The Partnership for 21st Century Skills:
http://www.21stcenturyskills.org/index.php?option=com_content
&task=view&id=266&Itemid=120
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New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High
CPI
7.1.NH.B.2
Give and follow a series of
oral and written directions,
commands, and requests for
participating in age- and
level- appropriate classroom
and cultural activities.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. Complete an information gap activity in which two students are given
an envelope with pictures of animals and a description of an animal
and its habitat. Working together, record their conversations as they
fill in the map by deciding which animal should be matched with each
description and placing the animals’ pictures in the correct habitat.
(4-8)
 Note: Students use the target language to tell where to place each
animal. For example, “Put the elephant in Asia.”
2. Discuss with a classmate your career plans and exchange
recommendations that should lead you to be better prepared for your
career choices. (6-12)
 Note: Students should use the knowledge gained from previous
readings and discussions to inform the conversation.
Resources
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpersonal Mode. Scroll down to video #2.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
Content and Cumulative
Progress Indicators (CPIs)
Content
The study of another
language and culture
deepens understanding of
where and how people live
and why events occur.
CPI
7.1.NH.B.3
Imitate appropriate gestures,
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:

Work with a partner to match oral and written language to gestures.
(4-12)

Work with a partner to match idiomatic expressions to a visual
representation of them. (4-12)

Incorporate learned gestures and common idiomatic expressions while
exchanging information with classmates. (4-12)
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessment:
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New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High
intonation, and common
idiomatic expressions of the
target culture(s)/language
during daily interactions.
1. You and your classmates are exchanging information with your sister
school in (country). When appropriate, use culturally authentic gestures
and/or idiomatic expressions that help bring meaning to the
conversation. (4-12)
Resources
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpersonal Mode. Scroll down to video #2.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
Content and Cumulative
Progress Indicators (CPIs)
Content
Current trends and issues
influence popular culture.
CPI
7.1.NH.B.4
Ask and respond to
questions, make requests,
and express preferences in
various social situations.
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:

Compare items found in target language ads with those found in ads in
the United States after examining ads for clothing, (4-8)

Exchange information with classmates related to what they wear, listen
to, purchase, and do while examining how advertisement influences
their decisions. Exchange information related to how advertisement is
similar and different among cultures. (6-12)
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. You are interested in finding out about children’s television shows in
(country). Have a conversation with a classmate to decide which
questions you will ask during your next SKYPE call with a class in the
target culture. (4-8)
2. A student from your sister school has posted a question on your class
wiki. He is interested in knowing how a typical middle school or high
school student spends his free time. Have a conversation with a
classmate to decide which information you will share on the post. (6-12)
Resources
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpersonal Mode. Scroll down to video #2.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
5
New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Interpersonal – Novice-High
Content and Cumulative
Progress Indicators (CPIs)
Content
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
Learning about age- and

developmentally appropriate
content that is of high
interest to students and has a 
direct connection to the
cultural contexts of the
target language cultivates an
awareness of the shared
human experience.
CPI
7.1.NH.B.5
Converse on a variety of
familiar topics and/or topics
studied in other content
areas.
Compare and contrast works of art from the target culture in various
mediums that use the same art elements and principles of design. (4-8)
Collaborate with students from the target culture and home culture to
exchange information related to historical and present-day inequalities
within both cultures (e.g., treatment of women, racial minorities, age
discrimination). (6-12)
 Note: Asking students to brainstorm words and phrases needed to
engage in the conversation and posting the results of the brainstorm
activity may help students to construct appropriate questions.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
performance assessments:
1. Your teacher has posted a series of paintings from the target culture on a
voicethread. Share a comment about the artists that has not yet been
shared, describe the paintings, and respond to other postings by your
classmates. (4-8)
2. After reading articles and viewing video clips related to the founding
fathers in the target culture, record a conversation in which you discuss
the qualities found in early leaders in the target culture and home culture.
(6-12)
Resources
 Click Teaching Foreign Languages K-12 Workshop to view a video on
the Interpersonal Mode. Scroll down to video #2.
 Click Wisconsin Project: Modes of Communication for information
related to the modes of communication.
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