Communicative Proficiencies
1. I can respond to greetings and goodbyes in target language.
2. I can spell my name and other words using the alphabet of the target language.
3. I can introduce myself in the target language.
4. I can introduce a friend or acquaintance in the target language in multiple ways.
5. I can count from 0-1,000 in the target language.
6. I can use register for formal and informal “you” when addressing different people.
7. I can tell time in the target language.
8. I can identify different ways of greeting and saying goodbye in the target language.
9. 14. I can say where I am from.
10. I can ask others where they are from.
11. I can say who something belongs to.
12. I can identify the influence on names in the United States from the target language.
1. I can conjugate the verb “to be”.
2. I can recognize that nouns have gender in the target language.
3. I can explain that nouns and adjectives have to agree in gender and number.
4. I can differentiate between definite and indefinite articles.
5. I can explain that articles have to agree in gender and number.
Ongoing assessments may include, but are not limited to:
Summative Project: You will choose a country from the target language to investigate how people meet and greet each other. How can it differ between the city population and the rural population? You will give a presentation to the class incorporating at least 7 of the above proficiencies.
Communicative Proficiencies
1. I can explain how scholastic life differs in the countries of the target language.
2. I can identify objects in the classroom in the target language. (Review)
3. I can cite the days of the week in the target language. (Review)
4. I can cite the various school subjects in the target language.
5. I can discuss the location of things and people using prepositions.
6. I can discuss what I do and what others do using -ar verbs (Spanish)
Conceptual Understandings that I can demonstrate from Chapter 2
1. I can conjugate and identify “1st conjugation verbs.” (-er for French)
2. I can form basic questions in the target language in multiple ways.
Ongoing assessments may include, but are not limited to:
Summative Project: Design a school based on your interests. Create a presentation or brochure advertising your school. How is it different or the same from your current school?
Communicative Proficiencies
1. I can identify how family life differs in the French/Spanish countries from the student’s own culture.
2. I can identify how last names are structured in the Spanish speaking countries. (Spanish only)
3. I can describe people in the target language.
4. I can identify different nationalities.
8. I can present my own family to the class and give a brief description of who they are.
10. I can identify key aspects of Ecuador/.
Conceptual Understandings that I can demonstrate from Chapter 3
5. I can use possessive adjectives to express ownership.
6. I can conjugate and identify -er and -ir verbs (Spanish) or -ir and -re verbs (French).
7. I can use idiomatic expressions with the verb “tener” (Spanish) and “avoir” (French)
9. I can use gender and number so that my descriptions are grammatically correct.
Summative Project: Present your family to the class.
Communicative Proficiencies
1. Students can identify various sports and pastimes in the target language.
2. Students can discuss which sports are popular in the French/Spanish speaking world.
3. Students can identify various places in a city.
4. Students can use the “ir” to discuss where people are going.
5. Students can present about their favorite pastime or hobby to the class.
6. Students can identify some key aspects of a country from the target language.
Conceptual Understandings that I can demonstrate from Chapter 4
1. Students can identify and use verbs that conjugate irregularly aller, être, faire, avoir, dormir, partir, sortir, as well as -ger verbs
Summative Project: Create a brochure advertising your favorite hobby or pastime.
Form for Measuring Your Success at Achieving Proficiency
Communicative Proficiencies
1. Students can describe their day at school.
2. Students can tell time.
3. Students can discuss future plans using the verb “aller” (French) & ir a (Spanish)
Conceptual Understandings that I can demonstrate from Chapter 5
1. Students can use the verb aller (French) and ir a (Spanish) for expressing the future.
2. Students can express what they can do, what want to do, & what they love to do.
3. Students understand and can use the infinitive forms of the verb.
GX Connections
Effective Communication-Students present on specific topics to demonstrate understanding or disseminate information.
Curiosity and Creativity-Students will investigate topics of their choosing and present using a format of their choosing.
Personal Development-Students can identify personal identities between the target culture and their own culture.
Cross Cultural Understanding and Civic Engagement-Students will be able to identify different countries in the target language and highlight some basic cultural differences.
Thinking and Problem Solving-Students will read and interpret stories, letters, emails, and charts to gain an understanding of the target culture.