Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)
5.1.1 Initiate and participate in conversations on current or past events that are of significance in the foreign culture.
5.1.2 Describe state of being and feelings, elaborating on the causes.
5.1.3 Follow and restate directions, instructions, and commands in unfamiliar or novel situations.
Example: Restate directions for purposes of clarity, e.g., to the post office, to a restaurant, etc.
5.1.4 Justify personal preferences.
Example: Justify and explain personal preferences in response to a choice of activities.
Example: State and defend opinions on controversial issues, e.g., legal age, parental curfew, health/diet plans for fitness, etc.
Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)
5.2.1 Comprehend main ideas and some supporting details of unfamiliar written and oral language with little or no visual support.
Example: Identify a short story, a passage from a literary work, or a poem as comic or tragic, supporting choice with textual evidence.
5.2.2 Interpret and analyze the main idea and supporting details of authentic written materials on particular topics.
Example: Research the various points of view on a contemporary political movement in the foreign culture (e.g., the anti-nuclear movement, women’s issues, elections, etc.) by using foreign culture media resources and contrasting them to views in the American print media.
Example: Demonstrate understanding of a short text about the educational system in the foreign culture by comparing/contrasting with students’ own experience.
5.2.3 Demonstrate
comprehension of selected authentic prose, poetry, and plays.
Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)
5.3.1 Write compositions on given topics, including comparison, interpretation and/or persuasion.
Example: Write an editorial for the school newspaper.
5.3.2 Present oral reports and speeches on a variety of topics.
Example: Give oral reports describing and comparing weather conditions at home and abroad, using a weather map or other resources.
5.3.3 Use the language creatively in writing simple poetry and prose.
5.3.4 Give commands, directions, and instructions involving complex situations.
Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
5.4.1 Adjust speech appropriately to the situation and audience.
Example: Integrate culturally appropriate gestures in unfamiliar situations.
5.4.2 Dispel unfounded generalizations and stereotypes.
5.4.3 Analyze social and geographic factors that affect cultural practices.
5.4.4 Analyze cultural practices among countries and regions where the foreign language is spoken.
Example: Conduct research to discover similarities and differences in celebrations of same-language countriesStandard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
5.5.1 Demonstrate an awareness of the relationship among various art forms in at least one major historical period.
5.5.2 Demonstrate knowledge of the major literary and artistic movements within identified cultures where the foreign language is spoken.
Example: Identify musical or visual artists (representative of the foreign culture) by their work and explain their influence on the world of music or art.
5.5.3 Discuss the global influence of historical events, political structures, value systems, and artistic expressions from the foreign culture.
Example: Conduct Internet research on current political issues in the foreign culture and discuss the possible influence on the US and the world.
Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.
5.6.1 Interpret information, integrate and apply skills from other disciplines to the foreign language classroom.
Example: Compare the English version of The Necklace, read in world literature class, with the original text La Parure, read in French class, and share findings in both discipline.
Example: Prepare and present a debate on selected controversial issues in the foreign culture’s contemporary society, based on research of various viewpoints.
5.6.2 Correlate knowledge and understanding of global trends to the study of the contemporary foreign culture.
Example: Study the global influence of artists from the foreign culture in conjunction with an assignment in art class and share the findings with classmates in both disciplines.
Example: Discuss the influence of major historical events in the foreign country on current political structures and traditions.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
5.7.1 Analyze and synthesize information from authentic sources.
Example: Create a plan for a model school based on the educational system of the foreign culture, including such information as course offerings, sample schedules, faculty, and a public relations brochure.
Example: Use foreign culture sources to research an historical event in the foreign culture and present findings in oral or written form, emphasizing the cultural perspective of the foreign nation.
Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
5.8.1 Apply idiomatic expressions in a variety of social contexts.
Example: Role-play a shopping situation in a foreign market place using appropriate idiomatic expressions.
5.8.2 Use knowledge of the structural patterns of students’ own language and the foreign language for effective communication.
Example: Translate a passage avoiding a word-for-word exchange.
Standard 9: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5.9.1 Apply appropriate verbal and non-verbal behavior in a variety of social contexts in the foreign culture.
Example: Demonstrate appropriate behaviors at a family event, birthday or wedding, e.g., gift giving and receiving, greetings, knowledge of foods eaten, games played, etc.
5.9.2 Analyze and infer cross-cultural similarities and differences as observed in practices, products, and perspectives of the foreign culture and students’ own culture.
Example: Compare and contrast modern dating, engagement, and wedding customs and practices in the foreign culture and students’ culture.
Standard 10: Students use the language both within and beyond the school setting.
5.10.1 Communicate orally and in writing with members of the foreign culture on topics of personal interest, community, or world concern.
5.10.2 Research and organize an event or celebration representing the foreign culture for the school or community.
Example: Learn the steps and prepare costumes for a Spanish folk dance, to perform for the public during Cinco de Mayo.
Example: Organize a film festival for the public, as a foreign language club activity.
Example: Plan an Octoberfest celebration for the community.
Example: Organize a Mardi Gras celebration as a French club outreach, and invite other foreign language clubs to participate.
Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
5.11.1 Maintain ongoing personal contact with a native speaker.
Example: Regularly send holiday greeting cards or electronic greetings to acquaintances from the foreign culture.
5.11.2 Initiate and pursue interests in various aspects of the foreign culture.
Example: Subscribe to a periodical from the foreign culture.
Example: Independently participate in activities related to the foreign language and culture, e.g., ethnic festivals, plays or films, contests, etc.
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