s
Elementary Foreign
Language
Level 3
CURRICULUM GUIDE
TABLE OF CONTENTS
Pacing Guide
pages
3-4
Unit One: My Home
Unit Two: What do you want to do?
Unit Three: Let’s do lunch
Unit Four: School days
Unit Five: We’ve got connections
Unit Six: Let’s play soccer
Teaching Strategies
Spiraling Guide
pages
5-8
pages
9-12
pages
13-16
pages
17-20
pages
21-23
pages
25-28
page
29
page
30
2
3
4
UNIT ONE
My Home—weeks 1-6 of 1st Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 7 and 8 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Identify rooms in the house
• Ask/tell about things in the home
• Become aware of homes and buildings in the target culture
LEARNING PLAN
K, S, U, Q
Textbook/Ancillary
Materials
Instructional
Vocabulary
Technology/Resource
5
Activities/Rigor
1st Item
Stories, flash cards, photos,
Students
doll house, materials for
will identify drawing
rooms in
the home
2nd Item
Student
will ask/tell
about
things in
the home
Flash cards, photos,
manipulatives (such as doll
house furniture)
Model use and
pronunciation of
the vocabulary
using visual cues.
Students will say
what room it is as
a statement or
answer to a
question;
Students draw a
home and
write/say where
someone is
In the target
language:
Model use and
pronunciation of
vocabulary using
visual cues.
Students will
ask/say what is in
each room and
outside of the
home (and how
many, what
color, etc.); make
flash cards and
label items in
their own homes
In the target
language:
Promethean board to show images and
flipcharts
House, patio, garage,
kitchen, living room,
dining room,
basement, attic,
bedroom, bathroom
He/she is in…
Promethean board for images and flipcharts
Roof, chimney,
window, door, sofa,
table, chair, bed, TV,
lamp, mirror
How many…are there?
There is/there are
6
3rd Item
Become
aware of
homes and
buildings in
the target
culture
Books such as Houses and
Homes (Around the World
series) by Ann Morris,
photos, websites, blogs
Explore what
Varies depending on
homes and other the target language
buildings look like
in the target
culture using
available
resources; talk
about why they
might be
different; review
location of target
cultures referring
to continents
Promethean board for images (Google
images, e.g.) and displaying websites (see
Learning Plans for Level 1)
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
CONTENT CONNECTIONS
Connections to Grade 2 Geography 2.2, Geometry 2.21, Oral Language 2.1, 2.2, Writing 2.12
CAREER CONNECTIONS
7
Not applicable this unit.
8
UNIT TWO
What do you want to do? —weeks 7-8 of 1st Nine Weeks, and week 1 of 2nd Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6 and 11 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Identify home entertainment items
• Ask/tell what’s done for fun
• Name the days and months
LEARNING PLAN
K, S, U, Q
Textbook/Ancillary
Materials
Instructional
Activities/Rigor
Vocabulary
Technology/Resource
9
1st Item
Flash cards or photos to
Student will identify show vocabulary being
home
taught, manipulatives
entertainment items
Model use and
pronunciation of the
target language using
visual cues. Students
can name items or
pick them out when
prompted.
In the target
language:
2nd Item
Student will
ask/tell what’s done
for fun
Model use and
pronunciation of
target language using
visual cues and
manipulatives.
Students work in pairs
to ask each other
what they want/like
to do.
In the target
language:
Model use and
pronunciation of
vocabulary using
the calendar.
Students
take turns weekly
saying the day, date,
etc.; make a card
inviting a friend to a
play date or party
using learned
In the target
language:
3rd Item
Student will name
the days and
months
Flash cards or photos to
show vocabulary being
taught, manipulatives
Calendar, numbers flash
cards, stories, poems and
videos about the days of the
week and the months,
materials to make card
TV, toys, games,
videogames, music,
CD player, MP3 player
Promethean board to
show images and
flipcharts
Promethean board for
images and flipcharts
What do you want
to/like to do?
I want to/like to play
(with)…
Promethean board for
images and flipcharts
Days of the week
Months of the year
You’re invited
the…of…
10
vocabulary
Yesterday was…
Tomorrow is…
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
11
CONTENT CONNECTIONS
Connections to Grade Two Measurement 2.18, Oral Language 2.1, Writing 2.10, 2.12
CAREER CONNECTIONS
Not applicable this unit.
12
UNIT THREE
Let’s do lunch —weeks 2-6 of 2nd Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 8, 9 (if target language has contributed food vocabulary to English)
and 10 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Identify/name food items, table setting items and meals
• Ask/tell which foods they and others want to eat
• Become aware of foods eaten in the target culture
LEARNING PLAN
K, S, U, Q
Textbook/Ancillary
Materials
Instructional
Activities/Rigor
Vocabulary
Technology/Resource
13
1st Item
Student will identify
and name food
items, table setting
items and meals
Flash cards and photos,
stories or poems about food,
manipulatives representing
food and place settings
Model use and
pronunciation of the
target language using
visual cues. Students
can say or indicate
the correct word
when prompted with
a visual cue; set their
desks with the correct
silverware when
prompted
In the target
language:
Apple, banana, orange,
strawberry, grapes,
(fruits/foods important
to the target culture),
cereal, eggs, rice,
meat, chicken,
sandwich, hamburger,
pizza
Promethean board to
show images; students
manipulate flipcharts
Internet flash cards for
food
Breakfast, lunch,
dinner
2nd Item
Student will ask/tell
which foods they
and others want to
eat
Flash cards or photos,
manipulatives, materials to
create graphs
Model use and
pronunciation of
vocabulary using
visual cues. Students
practice asking each
other what they want
to eat; offer the food
(manipulative), use
manners; create
graphs w/ classes’
favorite fruits
Plate, cup, glass,
napkin, spoon, fork,
knife
In the target
language:
What would you like to
eat?
I would like…
That’s (not) it.
What’s your favorite
fruit?
My favorite fruit is…
Promethean board for
images and flipcharts
Videos showing people in
the target culture
ordering, preparing or
eating food
Document camera for
displaying graphs
Please, thank you,
you’re welcome
14
3rd Item
Student will
become aware of
foods eaten in the
target culture
Flash cards, photos, stories,
poems and videos about the
target culture
Food from the target culture
Explore the foods of
the target culture
using available
resources. Students
try foods from target
culture
Varies according to the
target language culture
Promethean board for
images
Websites related to
target culture (see Level
1 Learning Plans)
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
CONTENT CONNECTIONS
Connections to Grade Two Civics 2.10, Resources 2.8, Probability and Statistics 2.23, Oral Language 2.1
CAREER CONNECTIONS
15
Students use good manners that show respect for others, part of the responsibility of being a good citizen.
16
UNIT FOUR
School days —weeks 7 and 8 of 2nd Nine Weeks, and weeks 1-3 of 3rd Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, and 11 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Identify/name school subjects
• Ask/tell what they are doing in school
• Say the alphabet and compare it to the English alphabet
17
LEARNING PLAN
K, S, U, Q
Textbook/Ancillary
Materials
1st Item
Student will
identify/name
school
subjects
Flash cards and photos,
stories, songs and
videos, manipulatives
(items from different
subjects, backpack)
2nd Item
Student will
ask/tell what
they are
doing in
school
Flash cards or photos,
books about school in
the target language,
materials for drawing
Instructional
Activities/Rigor
Model use and
pronunciation of
the target
language using
visual cues.
Students can name
items, show the
correct one when
prompted by
putting something
in, or taking
something out, of
a backpack.
Model use and
pronunciation of
vocabulary using
visual/audio cues.
Students say or
pick out correct
words according to
what they see or
hear; students act
out vocabulary;
draw themselves
doing something in
class; present their
drawings and
say/write what
Vocabulary
In the target
language:
Technology/Resource
Promethean board to show images; students
manipulate flipcharts
Math, science,
language arts,
social studies,
recess, music,
art, PE, target
language class
(German,
Spanish, etc.)
In the target
language:
What do you do
in…class?
Promethean board for images and flipcharts
Blogs about school life in the target culture
I study, draw,
sing, paint,
write, read,
practice (the
target
language),
exercise, play
games
I (don’t) like…
18
they’re doing
I like to go to…
3rd Item
Student will
say the
alphabet and
compare it to
the English
alphabet
Alphabet strips, flash
cards, videos, songs,
alphabet books, picture
dictionaries or children’s
dictionaries, materials
to make picture
dictionary, Wikki stix,
dry erase boards
Model use and
pronunciation of
alphabet. Students
tell how alphabet
is different from
English; show
letters w/ Wikki
stix or dry erase
board when
prompted.
Demonstrate how
English-target
language
dictionary is used.
Students will
create a picture
dictionary.
In the target
language:
Letters of the
target
language’s
alphabet
Promethean board for images, flipcharts
Document camera to show student work
Websites with target language alphabet
What letter is
this?
…starts with…
19
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
CONTENT CONNECTIONS
Connections to Grade Two Oral Language 2.1, 2.2, 2.3, Reading 2.9, Writing 2.12
CAREER CONNECTIONS
Going to school and learning is a student’s “job”.
20
UNIT FIVE
We’ve got connections —weeks 4-8 of 3rd Nine Weeks, and weeks 1 and 2 of 4th Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, and 9 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Do simple math problems
• Talk about/show the life cycle of a frog or butterfly
• Construct a simple map relating to the target culture with title, legend and compass rose
LEARNING PLAN
21
K, S, U, Q
Textbook/Ancillary
Materials
1st Item
Student will
do simple
math
problems
Flash cards and photos,
manipulatives, word
problems in the target
language, dry erase
boards
2nd Item
Students will
show and
tell about
the life cycle
of a frog or
butterfly
Flash cards or photos,
books or poems about
frogs or butterflies,
especially ones that live
in the target culture,
materials to draw life
cycle
Translation of The Very
Hungry Caterpillar by
Eric Carle
Instructional
Activities/Rigor
Vocabulary Technology/Resource
Review learned
number
vocabulary; model
use and
pronunciation of
math words.
Students read and
work problems as
a class, in groups
and individually,
showing or saying
answers.
In the target
language:
Promethean board to show images and
flipcharts
Model use and
pronunciation of
vocabulary using
visual cues.
Students say what
part of life cycle is
shown when
prompted; make a
foldable with
drawings and
words; memorize a
poem about frogs
or butterflies
In the target
language:
Promethean board for images and flipcharts
Frog—egg,
tadpole, legs,
adult
Can collaborate with classroom teacher to draw
life cycle
Numbers
Odd, even,
more, less,
equal(s), plus,
minus
Butterfly—egg,
caterpillar,
pupa, wings
First there is,
then, next, last,
grows
22
3rd Item
Student will
construct a
simple map
relating to
the target
culture with
title, legend
and
compass
rose
Flash cards or photos,
books or magazine
articles about the target
culture
Read about or
share information
about a country
where the target
language is
spoken. Students
construct map,
choosing one or
more things to
highlight on the
map and include in
the legend.
In the target
language:
East, west,
north, south,
compass,
legend,
mountains,
capital
Promethean board for images, flipcharts
Websites about the target culture
Google earth
Scholastic News for kids online—click on
“International News”
Can team teach with classroom teacher when
students construct the map
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
CONTENT CONNECTIONS
Connections to Grade Two Geography 2.6, Life Processes 2.4, Resources 2.8, Number and Number Sense 2.2, 2.5, Computation
and Estimation 2.6, 2.9, Oral Language 2.1, 2.3, Reading 2.9, Writing 2.12
23
CAREER CONNECTIONS
Students construct a map.
24
UNIT SIX
Weather or not —weeks 3-7 of 4th Nine Weeks
ANTICIPATED LEARNING
Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, and 12 (for detailed list of standards, see page 35)
Essentials (skills/questions/understandings/ knowledge): Students will be able to:
• Say what they wear depending on the weather
• Tell what they like to do in different seasons
• Identify/talk about the water cycle
25
LEARNING PLAN
K, S, U, Q
Textbook/Ancillary
Materials
1st Item
Student will
say what he
or she likes
to wear
depending
on the
weather
Flash cards and photos,
manipulatives, materials
for paper doll,
weatherboard, outside
thermometer
2nd Item
Student will
tell what he
or she likes
to do in
different
seasons
Flash cards or photos,
books or poems,
weatherboard showing
seasons
Instructional
Activities/Rigor
Vocabulary Technology/Resource
Review learned
vocabulary using
visual cues.
Students can
identify weather or
clothing items
when prompted;
say which clothes
they wear when;
create a personal
paper doll and
clothes to use
when speaking;
measure outside
temperature in
degrees Celsius
In the target
language:
Promethean board to show images and
flipcharts
Review weather
vocabulary from
Levels 1 and 2;
review clothing
vocabulary from
Level 1
www.weather.com
Click on “World” and change language to
read/watch information in the target language
about weather
Model use and
pronunciation of
review and new
vocabulary using
visual cues.
Students identify
seasons and
activities when
prompted; say
what they like to
do in each season
In the target
language:
What do you
wear when…?
When it’s….I
wear…
Review seasons
and activities
vocabulary from
Level 2
Promethean board for images and flipcharts
Videos about the seasons
In…I like to…
26
3rd Item
Identify/talk
about the
water cycle
Flash cards or photos,
books, materials to
create a representation
of the water cycle
Model use and
pronunciation of
vocabulary using
visual cues.
Students identify
correct part of
water cycle when
prompted; student
groups create a
water cycle using
pictures and
words; present to
class
In the target
language:
Water, solid,
liquid, gas,
evaporation,
condensation,
precipitation
Promethean board for images, flipcharts
Website with water cycle diagram in 30
languages:
http://ga.water.usgs.gov/edu/watercycle.html
ASSESSING LEARNING
Formal Assessments:
Not applicable to Elementary MFL.
Informal Assessments:
Class participation, student-made items.
CONTENT CONNECTIONS
27
Connections to Grade Two Scientific Investigation, Reasoning, and Logic 2.1, Matter 2.3, Interrelationships in Earth/Space
Systems 2.6, Measurement 2.18, 2.19, Oral Language 2.3, Reading 2.8, Writing 2.10, 2.12
CAREER CONNECTIONS
Students work in groups and present in front of the whole class.
28
SUGGESTED TEACHING STRATEGIES
Total Physical Response (TPR)
Use of realia and manipulatives
Use of visual and audio cues
Practice and application activities
Use of songs, dances, poems, stories
Use of technology and video segments
Cooperative learning
Scaffolding
29
Elementary MFL Level 3 Spiraling Guide
Prior learning from Level 2:
•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Greet others, exchange personal information
Say how old he or she or someone else is
Ask how old someone is
Distinguish between formal and informal forms of address
Identify people and places at school
Ask/tell where someone is
Recognize, count numbers up to 30 (up to 70 if Level 2 is taught in Grade 4) by ones, twos, and fives
Identify people and objects important to traffic safety
Understand/give safety commands
Recognize places in the target culture
Identify/name modes of transportation
Say where he/she would like to go
Ask/tell how to get somewhere
Describe steps in making a phone call
Show/talk about the life cycle of a plant
Ask/tell what self and others are doing
Talk about recreational activities
Recognize which sports and games are popular in the target culture
Identify/talk about the seasons
30
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