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LESSON PLAN – World Language Teacher _M. Denault__________________ Date __03-17-14______Day 6___________ Course Title ______ Français Exploratoire Sec 2_______ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Use in writing an expression of like and an expression for an activity to state what he or she likes. Procedure Warm up Petit projet sur j’aime plus une activité. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction ____ Question / Answer ____ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview __ __ Game _X__ Guided writing activity ____ Guided listening activity ____ Guided speaking activity ____ Guided reading activity ____ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing _X___ Other ____project/craft_________ Materials/Resources ____ Text ____ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X__ Digital media/Internet ____ Other Assessment Strategies __X_ Teacher observation ____ Homework __X_ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment _X__ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call ____ Tutoring ____ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Enrichment LESSON PLAN – World Language Teacher _M. Denault__________________ Course Title ______ Français Exploratoire Sec_1_______ Date __03-18-14______Day 1___________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Understand the meaning of different French adjectives. Procedure Warm-up Use adjectives and forms of être to ask questions about someone. Introduction d’adjectifs positif. Révision des adjectifs et du verbe être. Petit projet avec le prénom et les adjectifs Use adjectives and forms of être to talk about themselves. http://www.patenotte.name/Aix/Ecriture/Feuilles_aides_pedagogiques/adjectifs_qualificatif s.htm Use adjectives and forms of être to talk about other people. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview _X__ Game _X__ Guided writing activity ____ Guided listening activity ____ Guided speaking activity ____ Guided reading activity ____ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other ___________________ Materials/Resources ____ Text ____ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape ____ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X__ Digital media/Internet ____ Other Assessment Strategies _X__ Teacher observation ____ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment _X__ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call ____ Tutoring ____ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Enrichment LESSON PLAN – World Language Teacher _M. Denault__________________ Course Title ______ Français Exploratoire Sec 1_____________ Date __03-19-14______Day 2___________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Recognize from a word bank the expression to ask someone how old they are. Procedure Warm up Ask someone, orally or in writing, how old they are Students use visuals and context clues to gather the meaning of the new expressions. Uses of gestures, body language, context clues, props and images to introduce the expressions to state what one likes and dislikes and activities/hobbies. Students repeat the expressions and write them in their notes. Answer orally or in writing how old someone is. Students use the expression to state what they like and what they dislike. Recognize spelled numbers. Match print numbers to spelled numbers. Understand the expressions of likes and dislikes. Students will understand the expressions for different activities. Use expressions of likes and dislikes to talk about different activities. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview ____ Game ____ Guided writing activity ____ Guided listening activity _X__ Guided speaking activity ____ Guided reading activity ____ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other __________________ Materials/Resources ____ Text ____ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X__ Digital media/Internet ____ Other Assessment Strategies __X_ Teacher observation ____ Homework __X_ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call ____ Tutoring ____ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Enrichment LESSON PLAN – World Language Teacher _M. Denault__________________ Course Title ______ Français Exploratoire Sec_1_______ Date __03-20-14______Day 3___________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Use in writing an expression of like and an expression for an activity to state what he or she likes. Procedure Warm up Petit projet sur j’aime plus une activité. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction ____ Question / Answer ____ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview __ __ Game _X__ Guided writing activity ____ Guided listening activity ____ Guided speaking activity ____ Guided reading activity ____ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing _X___ Other ____project/craft_________ Materials/Resources ____ Text ____ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X__ Digital media/Internet ____ Other Assessment Strategies __X_ Teacher observation ____ Homework __X_ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment _X__ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call ____ Tutoring ____ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Enrichment LESSON PLAN – World Language Teacher _M. Denault___________________ Course Title ______ Français Exploratoire Sec2____ Date __03-21-14______Day 4___________ Instructional Topic __________________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Recognize French nouns to talk about colors. Associate French nouns to talk about colors to their respective colors. Identify the French colors by answering identification, yes or no and either or questions. State in French what color is shown to them. Procedure Introduce colors with visuals TPR total physical response. Have students identify colors by following classroom commands. Touch something red, point to something blue show me something green (in French) Play tappette à mouche, oui ou non, either or games to slowly build students confidence at identifying colors. Have students state colors shown to them. Quiz students on color combinations to obtain new color. Give students notes on colors/their spelling Tell what color is formed by combining two colors. Take notes on the spelling of colors. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview _X__ Game ____ Guided writing activity ____ Guided listening activity ____ Guided speaking activity ____ Guided reading activity ____ Technology-based activity ____ Quiz / test _X__ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other ___________________ Materials/Resources ____ Text ____ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals _X__ Props ____ Quiz / Test _X__ Promethean board _X__ Digital media/Internet ____ Other Assessment Strategies _X__ Teacher observation ____ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment _X__ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call ____ Tutoring ____ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Enrichment LESSON PLAN – World Language Teacher _M. Denault__________________ Date __03-17-14______________________ Course Title ______Français__I____________________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Review and conjugate er verb to state what people like or are doing. Learn how to ask for an opinion about someone or something and how to respond. Will ask for someone’s opinion. Will give his/her opinion. Learn the forms of être to describe his or her self and or others. Associate subjects and verb forms of être. Instructional Strategies (Procedure) Procedure Warm up Pt de participation pas d’anglais pour exc.3, 4, 5 et minimum de deux participation CORE INSTRUCTION See Bell Work 3.1, p. 78. 1.2 5 volontaires Corrige p.27 exc.7, 8 4pts Lisons ensemble Vocabulaire à l’œuvre 1 Present Exprimons-nous!, p. 80. See Teaching Exprimons-nous!, p. 80. Ajoute l’expression je pense qu’il qu’elle, je les trouve, ils/elles sont et ne-pas Have students do Activities 3–5, p. 81. 1.2, 1.3 3 : 3 volontaires au tableu 4 : 5 volontaires sur les ardoises 5 : tous une participation Grammaire à l’œuvre 1 Present Flash culture, p. 82. 4.2 Present The verb être, p. 82. See Teaching Grammaire, p. 82. Wrap-Up Have students try to memorize the forms of the the verb être. _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview _X__ Game _X__ Guided writing activity ____ Guided listening activity _X__ Guided speaking activity ____ Guided reading activity _X__ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other ______________ Tous une opportunité pour une participation avec un résultat de 5/8 Avec les ardoises donnez le sujet ou la forme du verbe correct Independent Practice (Assignments) Conjuguez le verbe avoir, être, nager, manger, voyager, jouer, écouter, regarder, aimer, surfer, étudier, danser, dessiner, parler, envoyer, téléphoner, adorer, préférer, travailler, et discuter au présent de l’indicatif pour 03.18.14 3 points bonus. Materials/Resources _X__ Text _X__ Workbook _X__ Handout ____ Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X___ Digital media/Internet __ __ Other: Assessment Strategies _X__ Teacher observation _X__ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _______________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call _X__ Tutoring _X__ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Enrichment http://www.languageguide.org/french/vocabulary/ http://www.lessonpaths.com/learn/i/french-painsuffering/quia-le-corps http://www.quia.com/quiz/443592.html?AP_rand=3 03172813 LESSON PLAN – World Language Teacher _M. Denault__________________ Date __03-18-14______________________ Course Title ______Français__I____________________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Procedure Warm up Pt de participation pas d’anglais pour 6-10 et minimum de deux participation Review subject verb agreement for être Agree subject and verb être Associate correct verb form of être with correct subject. Describe how people are Physically and talk about personal traits. Associate likes with personal traits. See Bell Work 3.2, p. 82. 1.2 1 volontaire Collecte les verbes 3pts bonus Review Vocabulaire à l’œuvre 1, pp. 78–81. Avec TPR Grammaire à l’œuvre 1 Show Grammavision 1.1, DVD Tutor (Disc 1). Have students do Activities 6–10, pp. 82–83. 1.2, 1.3 6:4/6 avec les ardoises = 1 pt de participation 7 : oralement avec les partenaires ensuite lisons ensemble 7/10 avec les ardoises =1 pt de participation 8 : oralement avec les partenaires ensuite toutes la classe avec les ardoises tous 1 pt de participation 9 : pas de pt de participation écrivez sur les ardoises. 10 : pas de pt de participation Parlez! Wrap-Up Ask for volunteers to present their descriptions for Activity 10, p. 83. 1.3 Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing _X__ Role play / Interview _X__ Game _X__ Guided writing activity ____ Guided listening activity _X__ Guided speaking activity ____ Guided reading activity _X__ Technology-based activity ____ Quiz / test _X__ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other _________________ Materials/Resources _X__ Text _X__ Workbook _X__ Handout ____Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X___ Digital media/Internet __ __ Other: Assessment Strategies _X__ Teacher observation _X__ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _________________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call _X__ Tutoring _X__ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) p.28 exc.9-11 6pts pour 03.19.14 p.83 Online Practice 2pts pour 03.20.14 Enrichment http://www.quia.com/jfc/89653.html http://www.youtube.com/watch?v=404yNORWcb0 http://quizlet.com/84455/unite-1-les-expressionsavec-etre-avoir-faire-et-les-autres-verbes-flashcards/ LESSON PLAN – World Language Teacher _M. Denault__________________ Date __03-19-14______________________ Course Title ______Français_I_____________________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Use the verb être to say how people are. Procedure Pt de participation pas d’anglais pour 11-15 et minimum de deux participation Warm-Up Learn about adjective agreement. See Bell Work 3.3, p. 84. 1.2 Corrige p.28 exc.9-11 6pts Agree in gender and number an adjective with the subject or nouns that they describe. Grammaire à l’œuvre 1 Determine the gender of a person by the adjective use to describe that person. Ask question about the physical description and personally traits of someone. Learn how to make tire and taste it. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing _X__ Role play / Interview _X__ Game _X__ Guided writing activity _X__ Guided listening activity ____ Guided speaking activity ____ Guided reading activity _X__ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing _X__ Other __eat_______________ Present Adjective agreement and En anglais, p. 84. See Teaching Grammaire, p. 84. 4.1 Show Grammavision 1.2, DVD Tutor (Disc 1). Have students do Activity 11, p. 84. 1.2 Play Audio CD 3, Tr. 2 for Activity 12, p. 85. 1.2 Have students do Activities 13–15, p. 85. 1.1, 1.2 11: Avec un partenaire et ensuite 5/8 avec les ardoises 12 : 8 volontaires plus toute la classe avec les ardoises 13 : 8 partenaires oralement et avec les ardoises 14 : Une participation minimum pour toute la classe 15 : C’est qui? Questions oui ou non? Je pense a quelqu’un et les étudiants pose des questions. Ensuite entre étudiants. Students try la tire Adjective placement https://languagecenter.cla.umn.edu/lc/FrenchSite1022/ADJPLAbefore.html Materials/Resources _X__ Text _X__ Workbook _X__ Handout ____Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X___ Digital media/Internet __ __ Other: Assessment Strategies _X__ Teacher observation _X__ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _________________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call _X__ Tutoring _X__ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) p.29 exc.12-13 6pts pour 03.20.14 p.83 Online Practice 2pts pour 03.20.14 p.84 Online practice 2pts pour 03.21.14 Crédit extra p.19, 20 2pts pour vendredi le 21 mars Étudiez pour le quiz Ch.3 grammaire et vocabulaire 1 lundi le 24 mars 47pts 2pts bonus Enrichment http://www.languageguide.org/french/vocabulary/ http://www.lessonpaths.com/learn/i/french-painsuffering/quia-le-corps http://www.quia.com/quiz/443592.html?AP_rand=3 03172813 http://www.youtube.com/watch?v=OWBflQkF9bw LESSON PLAN – World Language Teacher _M. Denault__________________ Date __03-20-14______________________ Course Title ______Français__I____________________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Review expressions, vocabulary and grammar concept of Ch.3 vocab and grammar 1. Use the verb être to state how is someone. Use adjectives to describe someone. Agree adjectives according to the gender of the person being described. Procedure Warm up Corrige p.29 exc.12-13 6pts et p.83 Online Practice 2pts Révision des adjectifs et de l’accord des adjectifs en genre et en nombre. Révision du verbe être et de sa conjugaison. Révision d’expressions pour demander une description d’une personne et pour décrire une personne. Révision d’expressions pour demander l’opinion d’une personne et d’expressions pour donner une opinion. Roue de fourtune avec les sujets et les adjectifs. Joue aux jeux interactifs avec les adjectifs Place adjectives correctly in forming their sentence. Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview _X__ Game _X__ Guided writing activity ____ Guided listening activity _X__ Guided speaking activity ____ Guided reading activity _X__ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing _X__ Other __________________ Materials/Resources _X__ Text _X__ Workbook ____ Handout ____Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X___ Digital media/Internet __ __ Other: Assessment Strategies _X__ Teacher observation _X__ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _________________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call _X__ Tutoring _X__ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) p.84 Online practice 2pts pour 03.21.14 Crédit extra p.19, 20 2pts pour vendredi le 21 mars Étudiez pour le quiz Ch.3 grammaire et vocabulaire 1 lundi le 24 mars 47pts 2pts bonus LESSON PLAN – World Language Enrichment Teacher _M. Denault__________________ Date __03-21-14______________________ Course Title ______Français__I____________________ Instructional Topic _____________________________________ Class Period(s) 1 2 3 4 5 6 7 8 9 Performance Indicators The student will: Review expressions, vocabulary and grammar concept of Ch.3 vocab and grammar 1. Procedure Warm up Corrige p.84 Online practice 2pts pour 03.21.14 Collecte Crédit extra p.19, 20 2pts pour vendredi le 21 mars Use the verb être to state how is someone. Révision des adjectifs et de l’accord des adjectifs en genre et en nombre. Révision du verbe être et de sa conjugaison. Révision d’expressions pour demander une description d’une personne et pour décrire une personne. Révision d’expressions pour demander l’opinion d’une personne et d’expressions pour donner une opinion. Use adjectives to describe someone. Roue de fourtune avec les sujets et les adjectifs. Agree adjectives according to the gender of the person being described. Joue aux jeux interactifs avec les adjectifs Place adjectives correctly in forming their sentence. Activité de communication p.13 et 14 Grammar tutor Activités avec le verbe être et les adjectifs avec le Promethean board Instructional Strategies (Procedure) _X__ Teacher modeling ____ Homework correction _X__ Question / Answer _X__ Partner / Group activity ____ Class discussion ____ Peer editing ____ Role play / Interview _X__ Game _X__ Guided writing activity ____ Guided listening activity _X__ Guided speaking activity ____ Guided reading activity _X__ Technology-based activity ____ Quiz / test ____ TPR ____ Info gap ____ Brainstorming / Categorizing ____ Other __________________ Materials/Resources _X__ Text _X__ Workbook ____ Handout ____Transparency ____ Audiotape / CD ____ Videotape _X__ Visuals ____ Props ____ Quiz / Test _X__ Promethean board _X___ Digital media/Internet __ __ Other: Assessment Strategies _X__ Teacher observation _X__ Homework _X__ Active daily participation ____ Teacher made quiz / Test ____ Criterion referenced quiz / Test ____ Oral presentation / Oral quiz ____ Written composition ____ Performance based assessment ____ Project ____ Rubrics ____ Other _________________ Adaptations _X__ Verbal prompts ____ Visual prompts ____ Select call _X__ Tutoring _X__ Modified expectations _X__ Positive reinforcement _X__ Preferential seating ____ Other _______________ Independent Practice (Assignments) Étudiez pour le quiz Ch.3 grammaire et vocabulaire 1 lundi le 24 mars 47pts 2pts bonus National Foreign Language Standards (The 5 C’s) Enrichment From ACTFL The American Council on the Teaching of Foreign Language COMMUNICATION COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME & AROUND THE WORLD Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
