Graphic Organizer: Science/Social Studies/Health & Physical Education/Visual & Performing Arts,
World Languages /Technology and 21st Century Life and Careers
Standard: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful
conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also 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: Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written
communication within the appropriate cultural context. Examples of "one-way" reading or listening include cultural
interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches. Interpretation beyond
the Novice level differs from comprehension because it implies the ability to read or listen "between the lines" and "beyond
the lines."
Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication
with others (e.g., conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text
messaging, exchanging personal letters or e-mail messages).
Presentational Mode: The mode of communication in which students present, through oral and/or written communications,
information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction.
Examples of this "one-to-many" mode of communication are making a presentation to a group, posting an online video or
webpage, creating and posting a podcast or video cast, and writing an article for a newspaper.
Essential Questions


How was the
foreign language
born and how has
it evolved
throughout the
years?
How contrasting
are the sounds of
the alphabet
between the the
Enduring Understandings
 The origin of foreign languages,
their history and cultures.
 There are differences in the target
language’s alphabet/sound
system in contrast to the English
sounds.
 Numbers, days of the week,
months, seasons and telling time
varies from one language to
another.
Activities and Student Experiences
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Read how the target language originated and how it has
evolved throughout time.
Read how the target language has influenced the English
language and the American culture.
Read about careers in which foreign languages have
multiple applications.
Read simple sentences and short stories where they can
distinguish the various uses of the parts of speech.
Comprehend the agreement of parts of speech through
short readings from age-appropriate selections.
Graphic Organizer: Science/Social Studies/Health & Physical Education/Visual & Performing Arts,
World Languages /Technology and 21st Century Life and Careers
target language
and the English

language?

How does the
target language
differ in the
punctuation and
orthography in the
names of the week,
months, seasons
and telling of
time?
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Content Statements
Cumulative Progress Indicators
Students will present a
brief introduction on the
origin of the foreign
language.
7.1.IL.A.2- Demonstrate
comprehension of oral and written
instructions connected to daily
activities through appropriate
responses.
Students will identify the
foreign language alphabet
and its sounds. They will
also recognize the days of
the week, months,
seasons, and dates, telling
time, cardinal and ordinal
numbers.
Students will acquire an
ability to distinguish the
various parts of speech.
7.1.IL.A.7- Infer the meaning of a
few unfamiliar words in some new
contexts.
7.1.IL.A.8- Compare and contrast
unique linguistic elements in
English and the target language.
7.1.IL.B.4- Ask and respond to
factual and interpretive questions
of a personal nature or on schoolrelated topics.
7.1.IL.B.5- Engage in short
conversations about personal
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Research the internet and then discuss the origins and
evolution of the target language and its impact on the
U.S.
Compare and contrast several foreign countries to each
er using a Venn Diagram.
Identify the objects found in a classroom and various
objects found in their backpacks.
(Reinforcing the use of the articles and nouns)
Describe their daily activities and schedules.
Describe the use of the capital letters in both target
language and the English.
Recognize numbers ordinal/cardinal by means of games
like Bingo.
Practice the use of upper/lower case letters by having a
dictation session.
Identify the days of the week in the target language and t
compare/contrast it to the way it is written in English.
Write their school schedule as well as their
extracurricular activities mentioning the time each
activity takes place.
Create a list of items found in backpacks then place the
appropriate definite or indefinite article to each item
named.
Introduce the days of the week, months, seasons and
dates with various materials.(ex: picture prompts, flash
cards, invitations, calendars)
Listen to a conversation about the origin of the target
language.
Present information on the importance of speaking the
target language.
Use samples demonstrating various objects that are
Graphic Organizer: Science/Social Studies/Health & Physical Education/Visual & Performing Arts,
World Languages /Technology and 21st Century Life and Careers
experiences or events and/or topics
studied in other content areas
7.1.IL.C.4- Compare and contrast
age- and level-appropriate
culturally authentic materials orally
and in writing.
7.1.IL.C.5-Compare and contrast
cultural products and cultural
practices associated with the target
culture(s) and one’s own culture,
orally, in writing, or through
simulation.
found in their daily surroundings.
Desired Results
Students will have a better understanding of the origin of the
target language and its culture. Students will be able to
distinguish basic parts of speech and create simple sentences that
will identify the days of week, months, dates, telling time and
nouns.
Assessments: (summative assessment)
 Present an oral or written piece of work on information about
the origin and evolution of a country giving specific
Teacher Resources
Textbooks/workbooks, Videos, Teacher prepared materials,
Graphic Organizer: Science/Social Studies/Health & Physical Education/Visual & Performing Arts,
World Languages /Technology and 21st Century Life and Careers
geographical features.
 Write an essay detailing information found on a specific
country’s geographical feature.
 Engage students in evaluating their peers by using a rubric.
(Ex: rubistar.com)
(Formative assessment): Tests, Quizzes, Class Participation,
Oral/Written Presentation, Essay Writing, Self-Assessment
Rubric.
To show evidence of meeting this standard, students may:
Equipment Needed internet, promethean board, digital projector,
overhead projector, computer lab., etc.
Maps, Audio, Websites, Newspapers, Magazines and
Posters.