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				· Identify environmental print - e.g., road signs and interpret simple printed information - e.g., menus, schedules, advertisements. · Follow simple, one or two-step written directions using memorized vocabulary and phrases. · Draw the main idea from brief, written passages or personal notes - e.g., postcards with many cognates (words similar or identical to English in appearance and meaning. · Draw the main idea and identify principle characters of stories from children's literature with visual enhancement - e.g., big books, flash cards, puppets. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels			and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators* Students will... · Demonstrate an awareness of country or countries where target language is spoken and identify/locate these on a world map. · Locate concentrations of principle language populations within the United States, identify their ethnic origins, and trace main migration movements into and/or within North America. · Develop vocabulary for indicating concepts such as global relative location, distance, and principle topographical features - e.g., mountains, rivers, ocean as well as geo-political distinctions - e.g., continent, country, province. · Perform culturally correct forms of address, greetings, and courtesies in rehearsed, face-to-face situations. · Demonstrate an understanding of family structure and name conventions of target culture. · Identify and describe two or more main holidays representative of the target culture and compare/contrast these with analagous Anglo-United States celebrations. · Name, identify and/or reproduce/create typical artifacts of the target culture - e.g., Impressionist paintings, piñatas , the kimono .
		subject--FRENCH/SPANISH/JAPANESE organizer--LEVEL I (3-5) Standard 1 Communicate in languages other than English *Benchmarks (Speaking & Listening)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Understand and interpret spoken language on a variety of topics. 3. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Greet others and respond to greetings and use appropriate expressions of courtesy in predictable, informal, face-to- face situations. N.B. The following six performance indicators apply only to French and Spanish. · Recite the alphabet and recognize sound- to-symbol correspondence. · Follow the written text of a single sentence as it is read aloud by teacher.


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		· Name principle meals and typical foods or dishes of the target culture and describe traditional customs surrounding meals. · Perform three or more culturally authentic songs and/or dances of the target culture and demonstrate an understanding of the lyrics and the cultural context. FRENCH / SPANISH / JAPANESE LEVEL 1 (6-8; 9-12) Standard 1 Communicate in languages other than English *Benchmarks (Speaking & Listening)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Understand and interpret spoken language on a variety of topics. 3. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Greet others and respond to greetings in predictable, informal, face-to-face situations. · Introduce self and others and express		personal likes/dislikes, ask and respond to simple personal questions using limited, memorized repertoire of short phrases and sentences. · Know numbers from 1- 1,000 and be able to use them in various contexts such as age, dates, and time with little hesitation and correction and with enough proficiency to be understood by a patient native speaker. · Describe people and things in immediate environment using simple sentences and discrete, learned words and phrases. · Give and follow directions, ask for clarification with enough proficiency to be understood by a a patient native speaker. · Obtain information in culturally authentic situations such as shopping for food or clothing, dining out, buying a ticket (using role-play or in skits, for example). *Performance Indicators (Listening).* Students will... · Comprehend basic classroom commands and follow simple direction when presented clearly at near-normal speed as part of normal classroom discourse. · Comprehend announcements and messages on familiar topics when heard/seen on tape with preparation and/ or contextual clues - e.g., TV ads. · Understand main and significant details in short narratives on familiar topics presented in measured speech and in		uncomplicated paragraphs. · Identify people, objects, and activities based on oral description when presented clearly and slow normal speed. · Interpret gesture, intonation, and other visual and auditory clues. · Recognize person and tense with contextual clues. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Comprehend short passages on topics of general interest to beginning students as they are read aloud by teacher. · Decipher printed information including highly contextualized authentic texts - e.g., newspaper headlines, advertisements, menus, schedules, etc. as well as chapter readings, short plays/skits, letters, and informational articles using bilingual dictionaries and other textual aids. · Infer meaning of new vocabulary in short texts of unfamiliar content by recognizing cognates, defining context, and applying own background knowledge. · Paraphrase and discuss short texts using English. · Infer subject of sentences from verb endings when subject is not explicit.


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		· Recognize and vocalize all hiragana characters (Japanese) and all characters of the Roman alphabet. · Recognize Kanji characters for numbers 1 to 100 (Japanese). *Benchmarks (Writing)* Students will... 1. Present information, concepts, and ideas to an audience of readers on a variety of topics. *Performance Indicators (Writing)* Students will... · Communicate on topics of personal interest using a series of simple, related sentences, writing, for example, short letters, postcards, e-mail. · Summarize main ideas and describe people, places, and things from instructionally appropriate texts in short, directed compositions. · Write all hiragana symbols legibly using them in context of full words, reserving use of kana tables for review purposes only (Japanese). · Write hiragana in hand-printed style that is readily recognizable by Japanese readers and which meets accepted standards of balance and proportion (Japanese). · Employ standard orthographic conventions for the representation of long vowels and consonants (Japanese). · Write kanji characters for numbers 1-100		neatly in a hand-printed style using correct stroke order (Japanese). Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators* Students will... · Use appropriate verbal and non-verbal behavior for daily activities among peers and for activities or contexts that include interaction with adults - e.g., Japanese etiquette including bowing, using both hands to offer gifts, food, or drink. · Participate in and react to age-appropriate			cultural activities, including but not limited to, adolescents' games - e.g., card games, games with game boards, outdoor games, sports-related activities, music, and television. · Identify and discuss patterns of behavior or interaction typical of the age group in settings within the community by using authentic written and visual accounts of daily life in the target culture. · Identify and discuss values, beliefs, mind- sets, or perspectives related to the patterns of behavior or interaction discussed by listening to, reading, or viewing texts, recordings, film clips, videos, or live performances and through direct contacts with peers and other native speakers in the target culture through writing letters, telecommunications, fax, computer, or other technologies. · Identify and discuss utilitarian forms of the target culture such as systems of education, transportation - e.g., Paris Métro and measurement - e.g., metric as opposed to non-metric and various rules (as they apply to the peer group in the culture being studied) and explore how these forms have influenced the larger community. · Recognize the differences and diversity within commonly shared language groups - e.g., the Spanish-speaking cultures in Latin America as compared with the cultures of Spain, Mexico, or the Caribbean or the French-speaking

					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		cultures of Africa, North America, the Caribbean, the South Pacific, and France as compared to one another. FRENCH Level II Standard 1: Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Exchange information about current, past, and future events in strings of related sentences with general control of tense structure when aided. · Present information and opinions of personal or general interest with increased fluency and control of vocabulary to an audience of peers in a manner which is understandable by a sympathetic native speaker of the target language. · Ask for clarification, describe and compare in face-to-face interviews or conversations using repetition,		rephrasing, and appropriate gestures to assist in communication. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken French on a variety of topics. *Performance Indicators (Listening)* Students will... · Paraphrase in English selected short samples of culturally authentic spoken discourse, distinguishing between references to past, present, and future. · Comprehend and be able to follow a set of complex directions resulting in a product. · Predict outcomes and verify content/ clarify by listening, then responding with simple questions and comments in French. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Comprehend authentic, short written texts - e.g., letters, postcards, schedules, poems, lists which contain some unfamiliar words enhanced by visual cues.		· Recognize main idea and significant supporting details of an informational text of average length - e.g., newspaper or magazine article. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written French on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. *Performance Indicators (Writing)* Students will... · Explain and support, in writing, their opinion on a personal topic and/or a topic of general interest in paragraph form using present, past, and future tenses with some errors and rewriting. · Pose questions and respond to inquiries, in writing, with increased control of structural elements learned in Level I - e.g., pronouns, agreement of adjectives, and past participles. · Paraphrase, summarize, or outline authentic material in French by transforming it to another form - e.g., journal entry, skit, essay, or report using sentences of varying length and complexity. Standard 2


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Recall and describe French holidays throughout the year. · Identify, discuss, and describe traditional French customs, holidays,values, and beliefs and compare/contrast them with those of the "pays maghrébins" (Algeria, Morocco, Tunisia) and other francophone cultures of the world. · Identify, discuss, compare, and contrast the utilitarian forms of French culture - e.g., road signs, the metric system, and the educational system with our own. · Identify and discuss the values, beliefs,		mind-set, and perspectives of the French - e.g., environmental concerns, the role of women, the influence of religion with our own. · Demonstrate a limited understanding of the history of France and describe its prominent geographical features. · Summarize the historical bonds between North Africa and France and analyze related political/social trends - e.g., immigration, independence, homelessness. · Demonstrate comprehensive knowledge of one African francophone country and a limited knowledge of a number of others. FRENCH Level III Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will...			· Exchange information about past and current events and plan and project future events in face-to-face social interaction or on the phone using strings of related sentences. · Clarify, compare, and contrast, describe feelings, express opinions, and summarize information in such a manner as to be understood by a sympathetic native speaker. · Give directions for a multi-step task using repetition, rephrasing, and gestures to assist in communication with some some familiarity of the present forms of the subjunctive. Benchmarks (Listening) Students will... 1. Understand and interpret spoken French on a variety of topics. Performance Indicators (Listening) Students will... · Demonstrate awareness of cultural nuances in spoken language through verbal and non-verbal cues. · Comprehend selected short, contextualized samples of authentic spoken language in social interaction or using audio/video texts. · Understand and interpret brief dialogues and oral presentations about a topic being studied in other school subjects with few errors of comprehension. · Recognize indicative and subjunctive

					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		mood tenses in narratives describing feelings and emotions. Benchmarks (Reading) Students will... 1. Understand and interpret written language on a variety of topics. Performance Indicators (Reading) Students will... · Identify the main idea and supporting details of authentic literary works - e.g., short stories, poems, letters, or plays and informational texts - e.g., newspaper and magazine articles, reviews, and editorials. · Demonstrate understanding of the characters, setting, and plot of authentic works of French literature. Benchmarks (Writing) Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions, in writing. 2. Understand and interpret written French on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. Performance Indicators (Writing) Students will... · Summarize the content of short articles or documents using strings of related sentences to create simple paragraphs. · Narrate topics of personal and general		interest - e.g., career choices, the environment, social issues, and politics producing journals, essays, letters, and reports. · Create skits and short plays incorporating important historical or cultural figures showing a grasp of correct usage of the indicative and subjunctive moods. Standard 2 Gain knowledge and understanding of other cultures Benchmarks (Culture) Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. Performance Indicators (Culture) Students will... · Gain increased knowledge of the customs, social conventions, history, traditions,		and folklore of France and the francophone world through readings and participatory activities - e.g., preparing and partaking of regional/provincial food specialties such as the crêpes of Normandy, the bouillabaisse of Provence, or the couscous of northen Africa. · Gain a deeper knowledge of the different periods of French history from the Middle Ages to the twentieth century through selected cultural readings and audio/ video texts in French. FRENCH Level IV Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Give opinions, advice, and suggestions in face-to-face social interaction, in simple transactions on the phone, in group

	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		discussions prepared debates and presentations. · Clarify and ask for clarification in conversation with no significant pattern of error. · Elaborate and support reactions and feelings on topics of human interest using a wide range of appropriate vocabulary. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken French on a variety of topics. *Performance Indicators (Listening)* Students will... · Acquire knowledge and new information from comprehensive, authentic spoken texts, both literary and informational. · Demonstrate comprehension of the main ideas and significant details of live and recorded presentations - e.g., TV or radio newscasts, interviews, and drama. · Demonstrate comprehension of extended discussions and lectures on topics both imaginary and concrete, of human and personal interest - e.g., the institutions of government, political and social issues as well as music, literature, the arts, and sciences. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics.		*Performance Indicators (Reading)* Students will... · Acquire knowledge and new information from comprehensive, authentic texts embracing concepts of broader cultural significance. · Demonstrate understanding and retention of key ideas and significant details in selected works of French literature. · Demonstrate a cultural sensitivity to nuances of meaning in written language, distinguishing stylistic differences such as formal and informal, literary, and the familiar/colloquial or conversational. · Grasp culturally authentic humor and show greater sophistication in interpreting broader cultural concepts. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written French on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. *Performance Indicators (Writing)* Students will... · Describe, narrate, compare, and contrast, provide appropriate examples, draw conclusions, support with evidence,			and elaborate opinions on specific topics in journals, letters, essays, and reports. · Organize and develop persuasive written essays on a topic of human or personal interest creating series of coherent paragraphs using a wide range of appropriate vocabulary and demonstrating correct usage of grammatical forms and processes with no significant pattern of error. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will...


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		· Gain an in-depth knowledge of the francophone world embracing related concepts of broader cultural significance. · Cite examples of cultural diversity within the group of people worldwide who share the French language by analyzing the artifacts, expressions, and traditions of various communities. · Assume the perspective of a particular community of francophone peoples by reseraching their history, beliefs, behaviors, and forms of culture - e.g., the Swiss, the Québecois, the Acadians/ Cajuns. FRENCH Level V Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)*		Students will... · Conduct transactions and negotiate using culturally appropriate language. · Explain, elaborate, and support an opinion, convince and persuade in speeches, debates, class conversations, and oral reports. · Paraphrase unfamiliar texts using correct forms of grammar and syntax. · Speak in simple paragraphs to narrate, describe, explain, summarize, clarify, and ask for clarification with some hesitation, normal pauses and self correction, and few significant patterns of error. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken French on a variety of topics. *Performance Indicators (Listening)* Students will... · Understand most authentic spoken language - e.g., standard French transmitted clearly either "live" or audio/ video texts. · Follow the essentials of conversation between educated native speakers of French who may use familiar or colloquial expressions. · Recognize irony, humor, and implied meaning and understand the cultural nuances of developmentally appropriate,		fairly complex informational lectures. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Acquire knowledge and new information from authentic literary and informational texts - e.g., novels, short stories, essays, plays, and poems as well as newspaper/ magazine articles embracing concepts of broad cultural significance and containing abstract ideas. · Distinguish between main and subordinate ideas/themes in selected works of French literature, understand most idiomatic expressions, show a cultural sensitivity to nuances of meaning, and recognize stylistic differences and language register. · Be able to draw inferences from all but the most highly sophisticated authentic texts. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written French on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics.


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		*Performance Indicators (Writing)* Students will... · Describe, narrate, compare, and contrast, explain, provide appropriate examples, draw conclusions, support with evidence, and elaborate opinions on topics of broad cultural significance - e.g., the environment, human rights in journals, letters, essays, and reports. · Organize and develop persuasive written essays on a topic of human or personal interest, creating series of coherent paragraphs using a wide range of appropriate vocabulary, and demonstrating correct usage of complex grammatical forms and processes with no significant pattern of error. Standard 2 Gain knowledge and understanding of other culture *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional		costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Gain further in-depth knowledge of francophone peoples, analyze their perception of the United States' role within the world arena, and address related concepts of broader cultural significance. · Cite examples of cultural diversity within the group of people worldwide who share the French language by analyzing the artifacts, expressions, and traditions of various communities and addressing abstract ideas in the literary, political, and social spheres. SPANISH Level II Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and			obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Obtain and deliver information about current, past, and future events in strings of related sentences with general control of tense structure when aided. · Narrate events of personal or general interest with increased fluency and control of vocabulary to an audience of peers in a manner which is understandable to a sympathetic native speaker of Spanish. · Ask for clarification, describe, and compare in face-to-face conversations or interviews using repetition, rephrasing, and appropriate gestures to assist in communication. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken Spanish on a variety of topics. *Performance Indicators (Listening)* Students will... · Paraphrase in English selected short samples of culturally authentic spoken discourse distinguishing between references to past, present, and future.


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		· Comprehend and be able to follow a set of complex directions resulting in a product. · Predict outcomes and verify content/ clarify by listening then responding with simple questions and comments in Spanish. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Comprehend authentic, short written texts - e.g., letters, postcards, schedules, poems, lists which contain some unfamiliar words enhanced by visual cues. · Recognize main idea and significant supporting details of an informational text of average length - e.g., newspaper or magazine article, short poem. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written Spanish on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. *Performance Indicators (Writing)* Students will... · Explain and support, in writing, their		opinion on a personal topic and/or a topic of general interest in paragraph form using present, progressive, perfect, past, and future tenses with some errors and rewriting. · Pose questions and respond to inquiries, in writing, with increased control of structural elements and verb tenses learned in Level I - e.g., object pronouns, preterite/imperfect. · Paraphrase, summarize, or outline authentic material in Spanish by transforming it to another form - e.g., journal entry, skit, essay, or report using sentences of varying length and complexity. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural		traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Identify and describe certain beliefs and perspectives in both their own and Hispanic cultures relating to family, school, work, and play - e.g., the importance of the extended family and compadrazco. · Experience and distinguish a variety of typical Hispanic foods and the customary methods of preparing them naming ingredients and following recipes in Spanish. · Investigate and report on a variety of Hispanic traditions and celebrations demonstrating an understanding of their meaning and purpose, explaining specialized vocabulary, and contrasting with their own comparable cultural traditions. · Research, recall, describe, and discuss the history and geography of a specific region within the Spanish-speaking world demonstrating an understanding of its government, society, and economy, its customs, values, and beliefs.


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		SPANISH Level III Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Obtain and deliver information about past and current events and plan and project future events in face-to-face social interaction on the phone or in presentations using strings of related sentences. · Extend conversation by asking relevant questions and requesting clarification. · Compare and contrast, describe feelings, express opinions, and summarize and paraphrase information received orally, or in writing, in such a manner as to be understood by a sympathetic native speaker. · Give directions for a multi-step task using repetition, rephrasing, and gestures to		assist in communication with correct use of the imperfect, preterite, perfect, and future tenses including frequently encountered irregular forms. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken Spanish on a variety of topics. *Performance Indicators (Listening)* Students will... · Demonstrate awareness of cultural nuances in spoken language through verbal and non-verbal cues. · Comprehend selected short, contextualized samples of authentic spoken language in social interaction or using audio/video texts. · Understand and interpret brief dialogues and oral presentations whose content is derived from other disciplines or school- related subjects making informed guesses about the meaning of more complicated passages. · Recognize indicative and subjunctive mood tenses in narratives describing feelings and emotions. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)*			Students will... · Identify the main idea and supporting details of authentic literary works - e.g., short stories, poems, letters, or plays and informational texts - e.g., newspaper and magazine articles, reviews and editorials using knowledge from other areas to aid in comprehension. · Demonstrate understanding of the characters, setting, and plot of authentic works of Spanish literature using known language and context to infer meaning of unfamiliar vocabulary. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions, in writing. 2. Understand and interpret written Spanish on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. *Performance Indicators (Writing)* Students will... · Summarize and respond to the content of articles, stories, films, etc. using strings of related sentences to create simple paragraphs. · Narrate topics of personal and general interest - e.g., daily activities, goals for the future, social issues producing journals, essays, letters, and reports demonstrating proficiency in the use of

					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		structure and vocabulary. · Demonstrate the ability to self-correct their writing with prompting using available resources - e.g., rough drafts, correction key, bilingual and monolingual dictionaries and textbooks. · Produce skits, videos, or presentations incorporating important material (cultural, political, historical) demonstrating correct language use in relation to the task. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied.		*Performance Indicators (Culture)* Students will... · Immerse themselves in the customs, social conventions, history, traditions, and folklore of the Spanish-speaking world through reading and participatory activities - e.g., preparing and partaking of food specialties, listening to a variety of music, researching civilizations of Latin America. · Incorporate their knowledge of the diversity and nuance within the Spanish-speaking world in their speaking, listening, writing, and reading - e.g., students will use the vosotros form when addressing more than one person in a dialogue that is taking place in Spain. · Recognize and discriminate cultural differences in daily interactions. SPANISH Level IV/V Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings		and emotions, and exchange opinions. 2 . Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Present information in Spanish through a variety of formats including speeches, debates, and news reports in formal presentations as well as extemporaneous situations. · Support and defend personal opinions and perspectives on a variety of topics of contemporary or historical significance to their own or Hispanic culture using a wide range of vocabulary with the abilty to circumlocute when necessary. · Resolve situational dilemmas through argument and persuasion, showing no significant pattern of error. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken Spanish on a variety of topics. *Performance Indicators (Listening)* Students will... · Demonstrate comprehension of the main ideas and significant details of live and recorded discussions, lectures, and dramatic presentations intended for an educated Hispanic audience on topics both imaginary and concrete of


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		human and personal interest - e.g., the institutions of government, political and social issues as well as music, literature, the arts, and sciences. · Exhibit increased sensitivity to the cultural nuances in spoken Spanish. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Acquire knowledge and new information from comprehensive, authentic texts - e.g., newspaper/magazine articles, poems, short stories, short novels, and play embracing concepts of broader cultural significance. · Demonstrate understanding and retention of key ideas and significant details in selected works of Spanish literature. · Demonstrate a cultural sensitivity to nuances of meaning in written language distinguishing stylistic differences such as formal and informal, literary, and the familiar/colloquial or conversational. · Grasp culturally authentic humor and show greater sophistication in interpreting broader cultural concepts. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express		feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written Spanish on a variety of topics. 3. Present information, concepts, and ideas on a variety of topics. *Performance Indicators (Writing)* Students will... · Describe, narrate, compare, and contrast, provide appropriate examples, draw conclusions, support with evidence, and elaborate opinions on specific topics in journals, business or personal letters, essays, reports, and creative writing. · Organize and develop persuasive written essays on a topic of human or personal interest creating series of coherent paragraphs using a wide range of appropriate vocabulary and sentence patterns using only monolingual Spanish reference works for assistance. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture			studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Amplify their knowledge of the Spanish- speaking world embracing related concepts of broader cultural significance. · Describe and critique different aspects of cultural diversity in relation to their own. · Comprehend and value the contributions of Hispanic culture to the international community. JAPANESE Level II Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Exchange information about current, past, and future events and give directions in strings of related sentences with general control of tense structure when aided - e.g., describing intended itinerary/plans using ikimas/mashita and progressive action using -te imasu. · Present information and opinions of personal or general interest with increased fluency and control of vocabulary to an audience of peers in a manner which is understandable by a sympathetic native speaker of the target language. · Ask for clarification, describe, compare, and make polite suggestions or requests (ikimashoo[ka] ) in face-to-face interviews or conversations using repetition, rephrasing, and appropriate gestures to assist in communication. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken Japanese on a variety of topics. *Performance Indicators (Listening)* Students will...		· Paraphrase in English selected short samples of culturally authentic spoken discourse, distinguishing between references to past, present, future, and progressive action. · Comprehend and be able to follow a set of directions resulting in a product. · Predict outcomes and verify content/ clarify by listening then responding with simple questions and comments in Japanese. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics. *Performance Indicators (Reading)* Students will... · Recognize and vocalize all katakana and fifty kanji. · Comprehend some vocabulary in short written texts - e.g., letters, postcards, schedules, poems, lists enhanced by visual cues. · Recognize words in some authentic items such as menus, advertisements, or magazine/newspaper articles written in hiragana, katakana and some kanji. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express		feelings and emotions, and exchange opinions, in writing. 2. Understand and interpret written Japanese at Kimono II level. 3. Present information and simple ideas. *Performance Indicators (Writing)* Students will... · In addition to hiragana previously learned, use all katakana in context of full words including names, common foods, place names, household and school items employing standard orthographic conventions for long vowels and consonants. · Reproduce twenty kanji from memory (in addition to previously learned numbers) in a kaisho (hand-printed) style using correct stroke order in short notes to peers and classroom dialogues. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings,


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Discuss major Japanese holidays, customs, values, beliefs, and educational system. · Compare and contrast everyday Japanese life with their own. JAPANESE Level III Standard 1 Communicate in languages other than English *Benchmarks (Speaking)* Students will... 1. Engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2. Present information, concepts, and ideas to an audience of listeners on a variety of topics. *Performance Indicators (Speaking)* Students will... · Exchange information about past and current events and plan and project future events in face-to-face social interaction or on the phone using		informal mode as well as more polite form (desu/masu). · Compare and contrast, describe feelings, request assistance, express opinions, wants and needs and summarize information in such a manner as to be understood by a sympathetic native speaker. · Give directions for a multi-step task using repetition, rephrasing, and gestures to assist in communication. *Benchmarks (Listening)* Students will... 1. Understand and interpret spoken Japanese on a variety of topics. *Performance Indicators (Listening)* Students will... · Demonstrate awareness of cultural nuances in spoken language through verbal and non-verbal cues. · Comprehend selected short, contextualized samples of authentic spoken language in face-to-face social interaction or using audio/video texts. · Understand and interpret brief dialogues and oral presentations in standard Japanese at normal speed for a native speaker. *Benchmarks (Reading)* Students will... 1. Understand and interpret written language on a variety of topics.			*Performance Indicators (Reading)* Students will... · Recognize and vocalize all katakana and an additional fifty kanji. ·Comprehend some phrases and short sentences in curriculum-based and authentic materials such as signs, directions, schedules, menus, advertisements or magazine/newspaper articles written in hiragana, katakana, and some kanji. · Recognize select words and phrases within a simple authentic text to determine main ideas. *Benchmarks (Writing)* Students will... 1. Provide and obtain information, express feelings and emotions, and exchange opinions in writing. 2. Understand and interpret written Japanese at Kimono III level. 3. Present information and simple ideas. *Performance Indicators (Writing)* Students will... · Reproduce an additional fifty kanji from memory (in addition to previously learned numbers) in a kaisho (hand-printed) style using correct stroke order without recourse to word division (wakachi-gaki ). · Use all hiragana and katakana previously learned and kanji in multi-paragraph texts containing a variety of sentence

					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		structures with correct use of all okurigana to represent verbal and adjectival inflections. *Benchmarks (Culture)* Students will... 1. Demonstrate an understanding of the relationship between the practices (beliefs, behaviors, customs) and the perspectives (world view) of the culture studied. 2. Demonstrate an understanding of the relationship between the products ("artifacts" including drawings, paintings, pottery, and traditional costumes; "expressions" including songs, riddles, plays, short stories, novels, and films; and cultural traditions) and perspectives of the culture studied. *Performance Indicators (Culture)* Students will... · Gain a broader knowledge of Japanese customs, social conventions, history, traditions, and folklore through visits by invited guests, field trips, e-mail/the Internet, and exchange programs as well as from readings and audio/visual texts. · Identify and understand social strategies such as the use of indirection to express opinions and the significance of non- verbal culture - e.g., closed doors in everyday domestic life in Japan.		LATIN Level I Standard 1 Communicate in languages other than English *Benchmark* Students will... 1. Read, understand, and interpret written and spoken Latin. *Performance indicators* Students will... · Identify similarities and common sounds such as the word for mothermere, mutter, maithair mome, mama, mater. · Analyze the links the subject language has to others. · Identify derivatives of subject language vocabulary. · Comprehend vowels, diphthongs, consonants. · Understand differences in alphabet. · Pronounce the sounds of the language. · Explain the differences in the alphabet. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between the practices		and perspectives of the culture studied. 2. Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. *Performance Indicators* Students will... · Locate the chief points of importance on a map of the Roman world. · Explain the order of daily life in Rome and discuss some of the important buildings. · Explain the importance of the myth to Greco-Roman culture. · Account for the long-term currency of these myths. Standard 3 Connect with other disciplines and acquire knowledge *Benchmarks* Students will... 1. Reinforce and further their knowledge of other disciplines through the foreign language. 2. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		*Performance Indicators* Students will... · Derive historical links with the technologies and vocabularies of other disciplines. · Recognize derivatives and patterns of language and account for such patterns. · Document the contribution of the target culture to the course of our history. · Generate and select vocabularies appropriate to their subject. Standard 4 Develop insight into the nature of language and culture *Benchmarks* Students will... 1. Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. *Performance Indicators.* *Students will...* · Understand the reasoning behind the part		of speech. · Explain examples in both English and Latin. · Produce parts of speech from other language cues - e.g., adjectives from nouns, adverbs from adjectives. · Trace the chief points of Roman culture. · Debate some of the legacies of the Romans for our civilization. · Form generalizations about the state of our culture. Standard 5 Participate in multilingual at home and around the world *Benchmarks* Students will... 1. Use the language both within and beyond the school setting. 2. Show evidence of becoming lifelong earners by using the language for personal enjoyment and enrichment. *Performance Indicators* Students will... · Illustrate increased use of Latin-based vocabulary. · Investigate use of Latin-based vocabulary and construction in other situations. · Demonstrate increased standard of English. · Infer patterns and trends in diverse areas using skills honed in the classroom.			LATIN Level II Standard 1 Communicate in languages other than English *Benchmark* Students will... 1. Read, understand, and interpret written and spoken Latin. *Performance indicators* Students will... · Produce the six essential verb tenses through all four conjugations. · Model understanding of the imperative mood and its use. · Employ the Passive as a verb form in exercises. · Demonstrate Third Declension adjectives and their use. · Employ irregular and adjectives and comparison. · Use personal and reflexive pronouns. · Memorize the Fourth Conjugation. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between and practices



					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		and perspectives of the culture studied. 2. Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. *Performance Indicators* Students will... · Discuss some more aspects of daily life in Rome including: the house; the meals; the Forum; the Circus Maximus; and more of the Roman Gods. · Interpret some of the works of Ovid and the tale of Daedalus and Icarus. · Draw conclusions concerning Roman political history including the Punic Wars, the Gallic Wars, and the attempts to conquer and settle what is now Britain. · Analyze the goings on of The First Triumvirate. · Debate trends and policy in the actions of the Romans and their neighbors. · Decide whether any of those patterns established by the empire were repeated by later regimes, rulers, or governments. Standard 3 Connect with other disciplines and acquire knowledge *Benchmarks* Students will... 1. Reinforce and further their knowledge of other disciplines through the foreign		language. 2. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. *Performance Indicators* Students will... · Match events in Roman history with later trends in government and society. · Describe how the passive voice is employed in Latin and English in all tenses. · Compare Latin vocabulary with that of other disciplines. · Defend the role of Latin as a precursor of other disciplines. · Account for the importance of the Forum in Rome and its influence on later governmental forms. · Summarize the roles of the significant Roman deities . · Infer connections between the laws and government of the Roman and later systems. Standard 4 Develop insight into the nature of language and culture		*Benchmarks* Students will... 1. Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. *Performance Indicators.* Students will... · Employ enriched English vocabulary through the study of Latin derivatives. · Translate from and to Latin at an average degree of difficulty negotiating fundamental constructions encountered. · Explain the basic clauses of construction. · Report to the class on a major topic of their own choice in the area of social/political history or mythology. · Discuss ideas of life and culture with ease. · Account for the influence of Rome on the Mediterranean world and Europe. · Discuss topics and patterns in Roman literature. Standard 5 Participate in multilingual at home and around the world *Benchmarks* Students will... 1. Use the language both within and beyond the school setting. 2. Show evidence of becoming lifelong


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		learners by using the language for personal enjoyment and enrichment. *Performance Indicators* Students will... · Illustrate increased use of Latin-based vocabulary. · Investigate use of Latin-based vocabulary and construction in other situations. · Demonstrate increased standard of English. · Infer patterns and trends in diverse areas using skills honed in the classroom. LATIN Level III Standard 1 Communicate in languages other than English *Benchmark* Students will... 1. Read, understand, and interpret written and spoken Latin. *Performance indicators* Students will... · Comprehend all the major constructions and achieve comfort with the intricacies of all declensions and conjugations. · Understand jussive clauses, deponent verbs, subjunctives, and their use.		· Interpret increasingly complex and highly technical works in the original and achieve translation to fluid English. · Discuss and debate reasons for the change from republic to empire and describe the empire under Augustus. · Translate passages from Cicero and Virgil with the aid of references. · Demonstrate use of complex grammatical forms. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between and practices and perspectives of the culture studied. 2. Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. *Performance Indicators* Students will... · Examine further aspects of daily life in Rome including: burial;, poetry; politics; influence of Rome; and wars with foreign powers. · Indicate comfort with discussions of the customs, social conventions, history, and traditions of Rome through readings and participatory activities.			Standard 3 Connect with other disciplines and acquire knowledge *Benchmarks* Students will... 1. Reinforce and further their knowledge of other disciplines through the foreign language. 2. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. *Performance Indicators* Students will... · Derive in-depth historical links with the technologies and vocabularies of other disciplines. · Analyze the etymology of English words. · Document the contribution of the target culture to the course of our history. · Generate and select vocabularies appropriate to their subject.


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997



		Standard 4 Develop insight into the nature of language and culture *Benchmarks* Students will... 1. Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. *Performance Indicators* Students will... · Account for the construction of a variety of Latin and Greek-based derivatives. · Identify the main idea and supporting details of authentic literature. · Employ with ease the basic clauses of construction. · Report to the class on a major topic of their own choice in the area of social/political/ history or mythology. · Discuss ideas of life and culture with ease. · Account the influence of Rome on the Mediterranean world and Europe. · Discuss patterns in Roman Literature. Standard 5 Participate in multilingual at home and		around the world *Benchmarks* Students will... 1. Use the language both within and beyond the school setting. 2. Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. *Performance Indicators* Students will... · Incorporate Latin-based vocabulary into their writing. · Analyze use of Latin-based vocabulary and construction in other situations. · Demonstrate improved performance in English. · Infer patterns and trends in diverse areas using skills honed in the classroom. LATIN Level IV Standard 1 Communicate in languages other than English *Benchmark* Students will... 1. Read, understand, and interpret written and spoken Latin.		*Performance indicators* Students will... · Demonstrate comfort with the intricacies of all declensions and conjugations. · Understand purpose clauses, reported speech, subjunctives, and their use. · Interpret increasingly technical works in the original and achieve translation to relatively fluid English. · Discuss and debate reasons for the changes in the empire after Augustus. · Translate passages from Catullus and Virgil with the aid of references. · Demonstrate use of increasingly complex grammatical forms. · Examine, in detail, the scansion of poetry. Standard 2 Gain knowledge and understanding of other cultures *Benchmarks* Students will... 1. Demonstrate an understanding of the relationship between and practices and perspectives of the culture studied. 2. Demonstrate an understanding of the relationship between the products and perspectives of the culture studied. *Performance Indicators* Students will... · Examine further aspects of the Roman world including: philosophy; poetry; politics; significant figures; and influence


	MSAD #16 Framework for Academic Standards Fall 1997						Modern & Classical Languages



		of Rome. · Indicate increased knowledge of the customs, social conventions, history, and traditions of Rome through readings and participatory activities. Standard 3 Connect with other disciplines and acquire knowledge *Benchmarks* Students will... 1. Reinforce and further their knowledge of other disciplines through the foreign language. 2. Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. *Performance Indicators* Students will... · Defend informed opinions regarding connections with other disciplines. · Discuss derivatives and patterns of language and account for such patterns. · Document in a mature way the contribution of the target culture to the course of our history. · Generate and select vocabularies appropriate to their conversation topic. Standard 4 Develop insight into the nature of language and culture		*Benchmarks* Students will... 1. Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 2. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. *Performance Indicators* Students will... · Employ enriched English vocabulary through the study of Latin derivatives. · Translate from and to Latin at an average degree of difficulty negotiating fundamental constructions encountered. · Explain the basic clauses of construction. · Report to the class on a major topic of their own choice in the area of social/political/ history or mythology. · Discuss ideas of life and culture with ease and fluency. · Debate the influence of Rome on the Mediterranean world and Europe. · Analyze patterns in Roman literature. Standard 5 Participate in multilingual communities at home and around the world *Benchmarks* Students will... 1. Use the language both within and beyond the school setting. 2. Show evidence of becoming lifelong			learners by using the language for personal enjoyment and enrichment. *Performance Indicators* Students will... · Illustrate increased use of Latin-based vocabulary. · Investigate use of Latin-based vocabulary and construction in other situations. · Demonstrate increased standard of English. · Bring a Latin base of knowledge to bear on all disciplines.


					Modern & Classical Languages
	MSAD #16 Framework for Academic Standards Fall 1997