ENRY LEARNING

PROGRESSIONS

World Languages: Level 1 (Year Long Course)

Proficiency Level 1 Goal: Novice-Mid to Novice-High

Quarter 1 & 2 Quarter 2 Quarter 3 & 4 Quarter 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks
AP Theme: The Influence AP Theme: AP Theme: Families in AP Theme: Families in AP Theme: Factors that AP Theme: The Influence of
of Language and Culture Factors that Impact Quality Different Societies Different Societies Impact Quality of Life Language and Culture on
on Identity of Life Identity
Topics: Family & Friends, Topics: Foods, Meals, and Topics: Shopping for
Topics: Salutations & Topics: School (subjects, Descriptions of people and Restaurants, Likes, dislikes, clothing in the target Topics: Developing Biliteracy.
Greetings supplies, classroom opinions, Basic pastimes and preferences with foods countries, Weather, Reading, Writing, Speaking
Informal/Formal address routine/commands), Useful and activities, Likes, Clothing, Colors, Basic about the topics studied in level
Nationalities/Geography, classroom expressions. dislikes and preferences Body Parts 1.
Colors (Flags), Preferences with school
Numbers, Age, Alphabet schedule, Review of highlighted topics for
Pronunciation, Basic Time & calendar, Basic Level 1.
Cognates, Basic Weather expressions, Basic
Classroom Vocabulary & description of classes and
Commands teacher
MLI.IP Communication: MLI.IP Communication: MLI.INT Communication: MLI.IP Communication: MLI.IP Communication: MLI.P Communication:
Interpersonal Interpersonal Interpretive Interpersonal Interpersonal Presentational
a. Greet, respond to g. Communicate basic c. Read and listen to g. Communicate basic g. Communicate basic a. Create and present short
greetings, and say information about self and descriptions and recognize information about self and information about self and descriptions of self and others in
farewells to others in others in a spoken, signed, or images that match the others in a spoken, signed, or others in a spoken, signed, or spoken and written form at the
formal and informal written conversation at the descriptions. written conversation at the written conversation at the Novice-Mid to Novice High level.
settings. Novice-Mid to Novice-High d. Understand brief and Novice-Mid to Novice-High Novice-Mid to Novice-High b. Dramatize short reading
b. Answer simple level. simple written or spoken level. level. selections (short songs or poems)
questions about likes and h. Communicate basic messages found in songs, h. Communicate basic h. Communicate basic or create and present short skits at
dislikes. information about daily life videos, announcements or information about daily life information about daily life the Novice-Mid to Novice-High
c. Make simple requests. (time, dates, weather, body advertising from the target (time, dates, weather, body (time, dates, weather, body level.
d. Ask simple questions parts, meals, school, and culture. parts, meals, school, and parts, meals, school, and c. Create and present information
and provide simple family) in a spoken, signed, or e. Understand the content of family) in a spoken, signed, or family) in a spoken, signed, about something learned using
answers in the present written conversation. simple items from the target written conversation. or written conversation. words, phrases, and memorized
tense at the Novice-Mid to i. Ask and respond to simple countries. (Example: MLI.INT Communication: i. Ask and respond to simple expressions.
Novice-High level. who, what, when, where, and Explaining what is on a Interpretive who, what, when, where, and MLI.CCC Comparisons:
e. Demonstrate basic why questions. receipt or menu from a target c. Read and listen to why questions. Language
geographical knowledge of MLI.INT Communication: country). descriptions and recognize MLI.INT Communication: b. Use cognates to expand my
the target countries in a Interpretive MLI.P Communication: images that match the Interpretive knowledge of the target language.
spoken, signed, or written a. Understand simple Presentational descriptions. c. Read and listen to MLI.CCC Comparison: Cultural
conversation. instructions in the target a. Create and present short MLI.P Communication: descriptions and recognize c. Compare celebrations in the
descriptions of self and Presentational target cultures to my own.

f. Talk about and describe
some of the cultural
customs and traditions of
the target countries in
English and the target
language at the Novice-
Mid to Novice-High level.
MLI.CU Cultures:
Practices
a. Use formal and informal
forms of address in
rehearsed situations.
MLI.CCC Comparisons:
Language
a. Recognize similarities
and differences of formal
and informal forms of
greetings, farewells, and
expressions of courtesy in
the target language and
compare these to my own
language.
b. Use cognates to expand
my knowledge of the
target language.
c. Recognize the
similarities and differences
of English grammar and
the grammar of the target
language. (Example:
gender, word order, other)
MLI.CCC Comparisons:
Cultural:
b. Recognize differences,
similarities, and
significance of gestures in
the target culture and my
own. Example:
handshakes or other body
gestures that express
meaning.
language related to classroom
activities.
b. Understand simple oral and
written statements that I
learned for specific purposes
(time, dates, weather, body
parts, meals, school, and
family).
MLI.CCC Comparisons:
Cultural:
a. Compare childhood games,
stories, or rhymes to those in
the target language and
culture to my language and
culture.
ENRY LEARNING
PROGRESSIONS
others in spoken and written
form at the Novice-Mid to
Novice High level.
b. Dramatize short reading
selections (short songs or
poems) or create and present
short skits at the Novice-Mid
to Novice-High level.
c. Create and present
information about something
learned using words,
phrases, and memorized
expressions.
MLI.CCC Comparisons:
Cultural:
a. Compare childhood
games, stories, or rhymes to
those in the target language
and culture to my language
and culture.
c. Compare celebrations in
the target cultures to my own.
d. Compare meal time in my
culture and the target
cultures.
a. Create and present short
descriptions of self and others
in spoken and written form at
the Novice-Mid to Novice High
level.
b. Dramatize short reading
selections (short songs or
poems) or create and present
short skits at the Novice-Mid to
Novice-High level.
MLI.CU Cultures: Practices
b. Participate in cultural
activities and describe cultural
customs and traditions.
c. Identify commonly held
cultural viewpoints and
practices from authentic
materials such as videos,
news articles, advertisements,
or websites.
MLI.CU Cultures: Products
a. Recognize products and
symbols of the target cultures
to reflect on cultural
perspectives.
b. Identify art and crafts typical
of the target cultures to reflect
on cultural perspectives.
c. Read, listen to, and or view
authentic materials such as
poems, short stories, plays,
songs, videos from the culture,
and identify the author,
musicians, and country of
origin and reflect on the
cultural perspectives.
MLI.CCC Communities:
Lifelong Learning
a. Participate in sports or
games from the culture.
b. Participate in events or
celebrations of the target
cultures.
c. Create products such as
skits, performances, or short
films on familiar topics/ or
prepare cultural foods, for
enjoyment in the community.
images that match the MLI.CCC Communities: School
descriptions. and Global
d. Understand brief and a. Perform in the target language
simple written or spoken on topics relevant to the real world
messages found in songs, for my classroom or my
videos, announcements or community.
advertising from the target b. Use community and internet
culture. resources approved by the school
e. Understand the content of and teacher to communicate in the
simple items from the target target language with people
countries. (Example: beyond the classroom setting.
Explaining what is on a (Example: e-mail, video chat,
receipt or menu from a target instant messaging, shared video
country). clips).
MLI.CCC Connections: MLI.CCC Communities: Lifelong
Making Connections Learning
a. Relate basic concepts from a. Participate in sports or games
other subject areas to the from the culture.
target language. (Example: b. Participate in events or
Use Science and Geography celebrations of the target cultures.
knowledge and skills to c. Create products such as skits,
record daily temperatures performances, or short films on
and weather and give familiar topics/ or prepare cultural
reasons for temperatures foods, for enjoyment in the
based on location) community.
b. Expand knowledge of
other subject areas and apply
skills learned in other subject
areas with the target
language. (Example: Give
oral or written presentations
in the target language on
topics being studied in other
classes)
MLI.CCC Connections:
Diverse Perspectives
a. Recognize the similarities
and differences between
another culture and my own.
(Example: View websites of
schools in where target
language is spoken, identify
schedules, courses, etc. and
compare information to
schools in our community)
b. Identify a current event
article or broadcast in the
target language and compare
it to the same type of event in
the United States.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 1 (4 x 4 Block)

Proficiency Level 1 Goal: Novice-Mid

Quarter 1 Quarter 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks
AP Theme: The Influence AP Theme: AP Theme: Families in AP Theme: Families in AP Theme: Factors that AP Theme: The Influence of
of Language and Culture Factors that Impact Quality Different Societies Different Societies Impact Quality of Life Language and Culture on
on Identity of Life Identity
Topics: Family & Friends, Topics: Foods, Meals, and Topics: Shopping for
Topics: Salutations & Topics: School (subjects, Descriptions of people and Restaurants, Likes, dislikes, clothing in the target Topics: Developing Biliteracy.
Greetings supplies, classroom opinions, Basic pastimes and preferences with foods countries, Weather, Reading, Writing, Speaking
Informal/Formal address routine/commands), Useful and activities, Likes, Clothing, Colors, Basic about the topics studied in
Nationalities/Geography, classroom expressions. dislikes and preferences Body Parts level 1.
Colors (Flags), Preferences with school
Numbers, Age, Alphabet schedule, Review of highlighted topics
Pronunciation, Basic Time & calendar, Basic for Level 1.
Cognates, Basic Weather expressions, Basic
Classroom Vocabulary & description of classes and
Commands teacher
MLI.IP Communication: MLI.IP Communication: MLI.INT Communication: MLI.IP Communication: MLI.IP Communication: MLI.P Communication:
Interpersonal Interpersonal Interpretive Interpersonal Interpersonal Presentational
a. Greet, respond to g. Communicate basic c. Read and listen to g. Communicate basic g. Communicate basic a. Create and present short
greetings, and say information about self and descriptions and recognize information about self and information about self and descriptions of self and others in
farewells to others in others in a spoken, signed, or images that match the others in a spoken, signed, or others in a spoken, signed, or spoken and written form at the
formal and informal written conversation at the descriptions. written conversation at the written conversation at the Novice-Mid to Novice High level.
settings. Novice-Mid to Novice-High d. Understand brief and Novice-Mid to Novice-High Novice-Mid to Novice-High b. Dramatize short reading
b. Answer simple level. simple written or spoken level. level. selections (short songs or
questions about likes and h. Communicate basic messages found in songs, h. Communicate basic h. Communicate basic poems) or create and present
dislikes. information about daily life videos, announcements or information about daily life information about daily life short skits at the Novice-Mid to
c. Make simple requests. (time, dates, weather, body advertising from the target (time, dates, weather, body (time, dates, weather, body Novice-High level.
d. Ask simple questions parts, meals, school, and culture. parts, meals, school, and parts, meals, school, and c. Create and present information
and provide simple family) in a spoken, signed, or e. Understand the content of family) in a spoken, signed, or family) in a spoken, signed, or about something learned using
answers in the present written conversation. simple items from the target written conversation. written conversation. words, phrases, and memorized
tense at the Novice-Mid to i. Ask and respond to simple countries. (Example: MLI.INT Communication: i. Ask and respond to simple expressions.
Novice-High level. who, what, when, where, and Explaining what is on a Interpretive who, what, when, where, and MLI.CCC Comparisons:
e. Demonstrate basic why questions. receipt or menu from a target c. Read and listen to why questions. Language
geographical knowledge of MLI.INT Communication: country). descriptions and recognize MLI.INT Communication: b. Use cognates to expand my
the target countries in a Interpretive MLI.P Communication: images that match the Interpretive knowledge of the target
spoken, signed, or written a. Understand simple Presentational descriptions. c. Read and listen to language.
conversation. instructions in the target a. Create and present short MLI.P Communication: descriptions and recognize MLI.CCC Comparison: Cultural
descriptions of self and Presentational

f. Talk about and describe
some of the cultural
customs and traditions of
the target countries in
English and the target
language at the Novice-
Mid to Novice-High level.
MLI.CU Cultures:
Practices
a. Use formal and informal
forms of address in
rehearsed situations.
MLI.CCC Comparisons:
Language
a. Recognize similarities
and differences of formal
and informal forms of
greetings, farewells, and
expressions of courtesy in
the target language and
compare these to my own
language.
b. Use cognates to expand
my knowledge of the
target language.
c. Recognize the
similarities and differences
of English grammar and
the grammar of the target
language. (Example:
gender, word order, other)
MLI.CCC Comparisons:
Cultural:
b. Recognize differences,
similarities, and
significance of gestures in
the target culture and my
own. Example:
handshakes or other body
gestures that express
meaning.
language related to classroom
activities.
b. Understand simple oral and
written statements that I
learned for specific purposes
(time, dates, weather, body
parts, meals, school, and
family).
MLI.CCC Comparisons:
Cultural:
a. Compare childhood games,
stories, or rhymes to those in
the target language and
culture to my language and
culture.
ENRY LEARNING
PROGRESSIONS
others in spoken and written
form at the Novice-Mid to
Novice High level.
b. Dramatize short reading
selections (short songs or
poems) or create and
present short skits at the
Novice-Mid to Novice-High
level.
c. Create and present
information about something
learned using words,
phrases, and memorized
expressions.
MLI.CCC Comparisons:
Cultural:
a. Compare childhood
games, stories, or rhymes to
those in the target language
and culture to my language
and culture.
c. Compare celebrations in
the target cultures to my
own.
d. Compare meal time in my
culture and the target
cultures.
a. Create and present short
descriptions of self and others
in spoken and written form at
the Novice-Mid to Novice High
level.
b. Dramatize short reading
selections (short songs or
poems) or create and present
short skits at the Novice-Mid to
Novice-High level.
MLI.CU Cultures: Practices
b. Participate in cultural
activities and describe cultural
customs and traditions.
c. Identify commonly held
cultural viewpoints and
practices from authentic
materials such as videos, news
articles, advertisements, or
websites.
MLI.CU Cultures: Products
a. Recognize products and
symbols of the target cultures
to reflect on cultural
perspectives.
b. Identify art and crafts typical
of the target cultures to reflect
on cultural perspectives.
c. Read, listen to, and or view
authentic materials such as
poems, short stories, plays,
songs, videos from the culture,
and identify the author,
musicians, and country of
origin and reflect on the cultural
perspectives.
MLI.CCC Communities:
Lifelong Learning
a. Participate in sports or
games from the culture.
b. Participate in events or
celebrations of the target
cultures.
c. Create products such as
skits, performances, or short
films on familiar topics/ or
prepare cultural foods, for
enjoyment in the community.
images that match the c. Compare celebrations in the
descriptions. target cultures to my own.
d. Understand brief and simple MLI.CCC Communities: School
written or spoken messages and Global
found in songs, videos, a. Perform in the target language
announcements or advertising on topics relevant to the real
from the target culture. world for my classroom or my
e. Understand the content of community.
simple items from the target b. Use community and internet
countries. (Example: resources approved by the
Explaining what is on a receipt school and teacher to
or menu from a target communicate in the target
country). language with people beyond the
MLI.CCC Connections: classroom setting. (Example: e-
Making Connections mail, video chat, instant
a. Relate basic concepts from messaging, shared video clips).
other subject areas to the MLI.CCC Communities:
target language. (Example: Lifelong Learning
Use Science and Geography a. Participate in sports or games
knowledge and skills to record from the culture.
daily temperatures and b. Participate in events or
weather and give reasons for celebrations of the target
temperatures based on cultures.
location) c. Create products such as skits,
b. Expand knowledge of other performances, or short films on
subject areas and apply skills familiar topics/ or prepare cultural
learned in other subject areas foods, for enjoyment in the
with the target language. community.
(Example: Give oral or written
presentations in the target
language on topics being
studied in other classes)
MLI.CCC Connections:
Diverse Perspectives
a. Recognize the similarities
and differences between
another culture and my own.
(Example: View websites of
schools in where target
language is spoken, identify
schedules, courses, etc. and
compare information to
schools in our community)
b. Identify a current event
article or broadcast in the
target language and compare
it to the same type of event in
the United States.

Quarter 1 & 2
Unit 1
6 Weeks
AP Theme: Environmental,
Political, and Social
Challenges
Topics: Review of Level 1
Topics, Places, Invitations,
Directions, Traffic and
Commands,
Transportation &
Commuting, Around Town
MLII.IP Communication:
Interpersonal
a. Greet, respond to
greetings, and say farewell
to others in formal and
informal settings.
d. Identify and discuss main
ideas from reading
selections, songs and videos
from the target language.
e. Write short, organized
compositions, using visual
and technological support as
appropriate and demonstrate
a Novice High to
Intermediate Low proficiency
Proficiency Level 2 Goal: Novice-High to Intermediate-Low
Unit 2
6 Weeks
AP Theme: The Influence
of Language and Culture
on Identity
Topics: Daily routine,
extended body parts,
reflexive verbs, toiletries,
sequence words
MLII.IP Communication:
Interpersonal
b. Give and follow
directions and instructions
to participate in classroom
and cultural activities.
c. Ask and answer
questions on familiar topics
(family, school, routine,
places I go to, etc.)
f. Share basic opinions,
preferences, and feelings
about my everyday life
(routine, clothes, shopping,
house, childhood, chores).
ENRY LEARNING
PROGRESSIONS
World Languages: Level 2 (Year Long)
Quarter 2
Unit 3
6 Weeks
AP Theme: Factors that
Influence Quality of Life
Topics: House, chores and
commands,, preposition and
furniture & house items
MLII.P Communication:
Presentational
b. Dramatize short reading
selections or create and
present short skits on familiar
topics (learned in level I and
level II).
c. Demonstrate Novice-High to
Intermediate-Low proficiency
in oral and written presentation
including proper pronunciation,
intonation, and writing
mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLII.CU Cultures: Practices
Quarter 3 & 4
Unit 4
6 Weeks
AP Theme: Families in
Different Societies
Topics: Travel, lodging,
What do you when you
travel? What did you pack?
MLII.IP Communication:
Interpersonal
d. Identify and discuss main
ideas from reading selections,
songs and videos from the
target language.
e. Write short, organized
compositions, using visual and
technological support as
appropriate and demonstrate a
Novice-High to Intermediate-
Low proficiency with respect to
writing mechanics.
MLII.INT Communication:
Interpretive
Unit 5
6 Weeks
AP Theme: How Science and
Technology Affect Our Lives
Topics: Health and medical
terms, Illness, Symptoms of
medical conditions,
Diagnosis, Health regimen
MLII.IP Communication:
Interpersonal
c. Ask and answer questions on
familiar topics (family, school,
routine, places I go to, etc.)
g. Exchange basic information in
a variety of tenses using simple
sentences.
MLII.INT Communication:
Interpretive
b. Recognize and understand
oral and written statements that I
have learned for specific
purposes (family, house, chores,
clothing, shopping, childhood and
routines).
Quarter 4
Unit 6
6 Weeks
AP Theme: Influences of
Beauty and Art
Topics: Childhood Fairy
Tales
Developing Biliteracy.
Reading, Writing, Speaking
about the topics studied in
level 2.
Review of highlighted topics
for Level 2.
MLII.IP Communication:
Interpersonal
c. Ask and answer questions
on familiar topics (family,
school, routine, places I go to,
etc.)
g. Exchange basic information
in a variety of tenses using
simple sentences.
MLII.INT Communication:
Interpretive
b. Recognize and understand
oral and written statements
that I have learned for specific
purposes (family, house,

with respect to writing
mechanics.
MLII.INT Communication:
Interpretive
a. Understand and follow
instructions in the target
language related to daily
classroom activities.
c. Identify main ideas and
essential details when
reading and/or listening to
messages in songs, videos,
announcements or
advertising in the target
language.
d. Understand the content of
items from the target
countries (Example:
Explaining what is on a
receipt or menu from a target
country)
MLII.CCC Comparisons:
Language
a. Recognize similarities and
differences of formal and
informal forms of greetings,
farewells, and expressions of
courtesy in the target
language and compare these
to my own language.
g. Exchange basic
information in a variety of
tenses using simple
sentences.
MLII.INT Communication:
Interpretive
b. Recognize and
understand oral and written
statements that I have
learned for specific
purposes (family, house,
chores, clothing, shopping,
childhood and routines).
e. Analyze and report out
the content of brief, written
messages and short
personal notes on familiar
topics such as family,
school events, and
celebrations.
MLII.P Communication:
Presentational
b. Dramatize short reading
selections or create and
present short skits on
familiar topics (learned in
level I and level II).
c. Demonstrate Novice-Mid
to Novice-High proficiency
in oral and written
presentation including
proper pronunciation,
intonation, and writing
mechanics. (Example:
agreement, word order,
verb conjugation,
punctuation)
MLII.CU Cultures:
Practices
a. Use formal and informal
forms of address
appropriately in rehearsed
situations and compare
cultural practices such as
handshaking and kissing
on the cheek.
b. Participate in real or
simulated cultural events
such as family activities
and holiday celebrations.
ENRY LEARNING
PROGRESSIONS
c. Identify patterns of behavior
associated with cultures found
in authentic materials such as
videos, news articles,
advertisements, or websites.
d. Identify similarities and
differences between my own
culture and the cultures
studied on topics like eating
habits, shopping customs,
leisure activities, and
celebrations.
e. Discuss cultural
generalizations and
stereotypes.
MLII.CCC Comparisons:
Cultural
a. Compare childhood games,
stories, or rhymes to those in
the target language and
culture
b. Compare daily routines in
the target cultures to my own.
MLII.CCC Communities:
Lifelong Learning
a. Set specific and attainable
goals to monitor and reflect on
my progress as I learn to
communicate in the target
language.
d. Collaborate and create
products such as skits,
performances, or short films
on familiar topics/ or prepare
cultural foods, for enjoyment in
the community.
c. Identify main ideas and
essential details when reading
and/or listening to messages
in songs, videos,
announcements or advertising
in the target language.
d. Understand the content of
items from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
MLII.CU Cultures: Products
a. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine the products that
influence food, clothing,
housing, transportation, and
art.
b. Investigate and discuss how
products are used for cooking,
shopping, house chores, and
transportation are used in the
target cultures.
MLII.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
target language and my own
language.
c. Reflect on the differences
and similarities between the
sound and writing systems of
English and the target
language.
d. Recognize the similarities
and differences of English
grammar and the grammar of
the target language (Example:
gender, word order, other).
MLII.CCC Comparisons:
Cultural
c. Compare celebrations and
social occasions in the target
cultures to my own.
MLII.P Communication:
Presentational
b. Dramatize short reading
selections or create and present
short skits on familiar topics
(learned in level I and level II).
MLII.CCC Connections: Making
Connections
a. Relate basic concepts from
other subject areas to the target
language. (Example: Use
Science and Geography
knowledge and skills to record
daily temperatures and weather
and give reasons for
temperatures based on location)
b. Expand knowledge of other
subject areas and apply skills
learned in other subject areas
with the target language.
(Example: Give oral or written
presentations in the target
language on topics being studied
in other classes)
MLII.CCC Connections:
Diverse Perspectives
a. Recognize the similarities and
differences between another
culture and my own by
investigating how other content
areas presented in the target
culture and expanding my
knowledge. (Example: Research
how major figures in History ,
Science, or Art are viewed in the
target countries and use the
information to expand your
knowledge)
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
chores, clothing, shopping,
childhood and routines).
MLII.P Communication:
Presentational
b. Dramatize short reading
selections or create and
present short skits on familiar
topics (learned in level I and
level II).
c. Demonstrate Novice-High to
Intermediate-Low proficiency
in oral and written presentation
including proper pronunciation,
intonation, and writing
mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLII.CCC Comparisons:
Cultural
b. Compare daily routines in
the target cultures to my own.
MLII.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
c. Identify professions that
require proficiency in the target
language and discuss the
steps needed to become a
professional in that field.
MLII.CCC Communities:
Lifelong Learning
a. Set specific and attainable
goals to monitor and reflect on
my progress as I learn to
communicate in the target
language.
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
 ENRY LEARNING
PROGRESSIONS

d. Identify similarities and d. Compare and contrast the the language I am learning
differences between my role of family members in the and maintain my
own culture and the target cultures to my own. communication skills.
cultures studied on topics MLII.CCC Communities: d. Collaborate and create
like eating habits, shopping School and Global products such as skits,
customs, leisure activities, a. Perform in the target performances, or short films
and celebrations. language on topics relevant to on familiar topics/ or prepare
e. Discuss cultural the real world for my cultural foods, for enjoyment in
generalizations and classroom or my community. the community.
stereotypes.
MLII.CU Cultures:
Products
b. Investigate and discuss
how products are used for
cooking, shopping, house
chores, and transportation
are used in the target
cultures.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 2 (4 x 4 Block)

Proficiency Level 2 Goal: Novice-High

Quarter 1 Quarter 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks
AP Theme: AP Theme: The Influence of AP Theme: Factors that AP Theme: Families in AP Theme: How Science and AP Theme: Influences of
Environmental, Language and Culture on Influence Quality of Life Different Societies Technology Affect Our Lives Beauty and Art
Political, and Social Identity
Challenges Topics: House, chores and Topics: Travel, lodging, What Topics: Health and medical Topics: Childhood Fairy
Topics: Daily routine, commands,, preposition and do you when you travel? terms, Illness, Symptoms of Tales
Topics: Review of Level extended body parts, furniture & house items What did you pack? medical conditions,
1 Topics, Places, reflexive verbs, toiletries, Diagnosis, Health regimen Developing Biliteracy.
Invitations, Directions, sequence words Reading, Writing, Speaking
Traffic and Commands, about the topics studied in
Transportation & level 2.
Commuting, Around
Town
Review of highlighted topics
for Level 2.

MLII.IP Communication: MLII.IP Communication: MLII.P Communication: MLII.IP Communication: MLII.IP Communication: MLII.IP Communication:
Interpersonal Interpersonal Presentational Interpersonal Interpersonal Interpersonal
a. Greet, respond to b. Give and follow directions b. Dramatize short reading d. Identify and discuss main c. Ask and answer questions on c. Ask and answer questions
greetings, and say and instructions to participate selections or create and ideas from reading selections, familiar topics (family, school, on familiar topics (family,
farewell to others in in classroom and cultural present short skits on familiar songs and videos from the routine, places I go to, etc.) school, routine, places I go to,
formal and informal activities. topics (learned in level I and target language. g. Exchange basic information in etc.)
settings. c. Ask and answer questions level II). e. Write short, organized a variety of tenses using simple g. Exchange basic information
d. Identify and discuss on familiar topics (family, c. Demonstrate Novice-High to compositions, using visual and sentences. in a variety of tenses using
main ideas from reading school, routine, places I go Intermediate-Low proficiency technological support as MLII.INT Communication: simple sentences.
selections, songs and to, etc.) in oral and written presentation appropriate and demonstrate a Interpretive MLII.INT Communication:
videos from the target f. Share basic opinions, including proper pronunciation, Novice-High to Intermediate- b. Recognize and understand Interpretive
language. preferences, and feelings intonation, and writing Low proficiency with respect to oral and written statements that I b. Recognize and understand
e. Write short, organized about my everyday life mechanics. (Example: writing mechanics. have learned for specific oral and written statements
compositions, using (routine, clothes, shopping, agreement, word order, verb MLII.INT Communication: purposes (family, house, chores, that I have learned for specific
visual and technological house, childhood, chores). conjugation, punctuation) Interpretive clothing, shopping, childhood and purposes (family, house,
support as appropriate g. Exchange basic MLII.CU Cultures: Practices c. Identify main ideas and routines). chores, clothing, shopping,
and demonstrate a information in a variety of c. Identify patterns of behavior essential details when reading MLII.P Communication: childhood and routines).
Novice High to tenses using simple associated with cultures found and/or listening to messages in Presentational MLII.P Communication:
Intermediate Low sentences. in authentic materials such as songs, videos, announcements Presentational

proficiency with respect MLII.INT Communication:
to writing mechanics. Interpretive
MLII.INT b. Recognize and understand
Communication: oral and written statements
Interpretive that I have learned for
a. Understand and follow specific purposes (family,
instructions in the target house, chores, clothing,
language related to daily shopping, childhood and
classroom activities. routines).
c. Identify main ideas and e. Analyze and report out the
essential details when content of brief, written
reading and/or listening messages and short personal
to messages in songs, notes on familiar topics such
videos, announcements as family, school events, and
or advertising in the celebrations.
target language. MLII.P Communication:
d. Understand the Presentational
content of items from the b. Dramatize short reading
target countries selections or create and
(Example: Explaining present short skits on familiar
what is on a receipt or topics (learned in level I and
menu from a target level II).
country) c. Demonstrate Novice-Mid to
MLII.CCC Novice-High proficiency in
Comparisons: oral and written presentation
Language including proper
a. Recognize similarities pronunciation, intonation, and
and differences of formal writing mechanics. (Example:
and informal forms of agreement, word order, verb
greetings, farewells, and conjugation, punctuation)
expressions of courtesy MLII.CU Cultures: Practices
in the target language a. Use formal and informal
and compare these to my forms of address
own language. appropriately in rehearsed
situations and compare
cultural practices such as
handshaking and kissing on
the cheek.
b. Participate in real or
simulated cultural events
such as family activities and
holiday celebrations.
d. Identify similarities and
differences between my own
culture and the cultures
studied on topics like eating
habits, shopping customs,
leisure activities, and
celebrations.
ENRY LEARNING
PROGRESSIONS
videos, news articles,
advertisements, or websites.
d. Identify similarities and
differences between my own
culture and the cultures
studied on topics like eating
habits, shopping customs,
leisure activities, and
celebrations.
e. Discuss cultural
generalizations and
stereotypes.
MLII.CCC Comparisons:
Cultural
a. Compare childhood games,
stories, or rhymes to those in
the target language and
culture
b. Compare daily routines in
the target cultures to my own.
MLII.CCC Communities:
Lifelong Learning
a. Set specific and attainable
goals to monitor and reflect on
my progress as I learn to
communicate in the target
language.
d. Collaborate and create
products such as skits,
performances, or short films
on familiar topics/ or prepare
cultural foods, for enjoyment in
the community.
or advertising in the target
language.
d. Understand the content of
items from the target countries
(Example: Explaining what is on
a receipt or menu from a target
country)
MLII.CU Cultures: Products
a. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine the products that
influence food, clothing,
housing, transportation, and art.
b. Investigate and discuss how
products are used for cooking,
shopping, house chores, and
transportation are used in the
target cultures.
MLII.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
target language and my own
language.
c. Reflect on the differences
and similarities between the
sound and writing systems of
English and the target
language.
d. Recognize the similarities
and differences of English
grammar and the grammar of
the target language (Example:
gender, word order, other).
MLII.CCC Comparisons:
Cultural
c. Compare celebrations and
social occasions in the target
cultures to my own.
d. Compare and contrast the
role of family members in the
target cultures to my own.
MLII.CCC Communities:
School and Global
a. Perform in the target
language on topics relevant to
b. Dramatize short reading
selections or create and present
short skits on familiar topics
(learned in level I and level II).
MLII.CCC Connections: Making
Connections
a. Relate basic concepts from
other subject areas to the target
language. (Example: Use
Science and Geography
knowledge and skills to record
daily temperatures and weather
and give reasons for
temperatures based on location)
b. Expand knowledge of other
subject areas and apply skills
learned in other subject areas
with the target language.
(Example: Give oral or written
presentations in the target
language on topics being studied
in other classes)
MLII.CCC Connections:
Diverse Perspectives
a. Recognize the similarities and
differences between another
culture and my own by
investigating how other content
areas presented in the target
culture and expanding my
knowledge. (Example: Research
how major figures in History ,
Science, or Art are viewed in the
target countries and use the
information to expand your
knowledge)
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
b. Dramatize short reading
selections or create and
present short skits on familiar
topics (learned in level I and
level II).
c. Demonstrate Novice-High to
Intermediate-Low proficiency
in oral and written presentation
including proper pronunciation,
intonation, and writing
mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLII.CCC Comparisons:
Cultural
b. Compare daily routines in
the target cultures to my own.
MLII.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
c. Identify professions that
require proficiency in the target
language and discuss the
steps needed to become a
professional in that field.
MLII.CCC Communities:
Lifelong Learning
a. Set specific and attainable
goals to monitor and reflect on
my progress as I learn to
communicate in the target
language.
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
the language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

e. Discuss cultural
generalizations and
stereotypes.
MLII.CU Cultures: Products
b. Investigate and discuss
how products are used for
cooking, shopping, house
chores, and transportation
are used in the target
cultures.
the real world for my classroom
or my community.
d. Collaborate and create
products such as skits,
performances, or short films
on familiar topics/ or prepare
cultural foods, for enjoyment in
the community.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 3 (Year Long Course)

Proficiency Level 3 Goal: Intermediate-Low to Intermediate-Mid

Quarter 1 & 2 Quarter 2 Quarter 3 & 4 Quarter 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks
AP Theme: Families in AP Theme: Factors that AP Theme: The Influence of AP Theme: Factors that Impact AP Theme: Influences of AP Theme: Environmental,
Different Societies Impact Quality of Life Language and Culture on Quality of Life Beauty and Art Political, and Social
Identity Challenges
Topics: All Level 1 and Topics: Pastimes, Sports, Topics: Health, Fitness, Topics: Standards of beauty
2 Topics, Outdoor Activities, Extra- Topics: Career and Nutrition, Food pyramid, Diet from one culture to the next, Topics: Environment,
Family structures, curricular Activities Business Communities, comparisons between us and Fashion, Pop Culture and Art Geography, and Travel
Stereotypes, Prepare for Job Interviews, target culture, Influence of
Relationships, Self and Job seeking American culture on target Developing Biliteracy.
Personal Traits (resume writing, job culture eating habits, Reading, Writing, Speaking
interview, cover letters, about the topics studied in
plans for future), Future level 3.
Goals and Expectations,
Medical and Dental (Doctor
visits/Physicals) Review of highlighted topics
for Level 3.
MLIII.IP MLIII.IP Communication: MLIII.IP Communication: MLIII.IP Communication: MLIII.P Communication: MLIII.IP Communication:
Communication: Interpersonal Interpersonal Interpersonal Presentational Interpersonal
Interpersonal d. Discuss basic ideas from b. Exchange opinions and b. Exchange opinions and a. Prepare oral presentations or a. Participate in simple
a. Participate in simple reading selections, songs, preferences about events, preferences about events, written compositions using a conversations on everyday
conversations on and videos from the target experiences, careers, travel, experiences, careers, travel, series of simple sentences on topics in a variety of tenses in
everyday topics in a language. sports, extra-curricular sports, extra-curricular activities, topics such as careers, the target language at the
variety of tenses in the e. Write short, organized activities, pop culture, and pop culture, and art. relationships, personal traits, Intermediate-Low to
target language at the compositions at the art. c. Ask and answer questions on pastimes, sports, fashion, Intermediate-Mid level.
Intermediate-Low to Intermediate-Low to c. Ask and answer questions information that is familiar to me nutrition, travel, and geography. b. Exchange opinions and
Intermediate-Mid level. Intermediate-Mid level using on information that is familiar (geography, travel, pastimes, c. Demonstrate Intermediate-Low preferences about events,
c. Ask and answer visual and technological to me (geography, travel, sports, extra-curricular activities). to Intermediate-Mid proficiency in experiences, careers, travel,
questions on information support as appropriate. pastimes, sports, extra- MLIII.P Communication: oral and written presentation sports, extra-curricular
that is familiar to me f. Use the target language to curricular activities). Presentational including proper pronunciation, activities, pop culture, and art.
(geography, travel, express needs and desires in f. Use the target language to a. Prepare oral presentations or intonation, and writing c. Ask and answer questions
pastimes, sports, extra- familiar situations (Example: express needs and desires in written compositions using a mechanics. (Example: on information that is familiar
curricular activities). Ask for help at school, make familiar situations (Example: series of simple sentences on agreement, word order, verb to me (geography, travel,
e. Write short, organized hotel and transportation Ask for help at school, make topics such as careers, conjugation, punctuation) pastimes, sports, extra-
compositions at the reservations). hotel and transportation relationships, personal traits, MLIII.CCC Connections: curricular activities).
Intermediate-Low to reservations). Making Connections

Intermediate-Mid level
using visual and
technological support as
appropriate.
MLIII.INT
Communication:
Interpretive
a. Understand and
identify the main idea in
short, simple messages,
and presentations on
topics related to everyday
life and personal interests
(Example: information on
ads, announcements,
simple texts, songs,
career preference
survey)
c. Understand and
explain culturally
authentic materials,
products, and information
from the target countries
(Example: Explaining
what is on a receipt or
menu from a target
country)
MLIII.P Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a
series of simple
sentences on topics such
as careers, relationships,
personal traits, pastimes,
sports, fashion, nutrition,
travel, and geography.
b. Prepare and present
short plays, original skits,
recite selected poems,
perform songs, or create
videos in the target
language for school
related events
(Examples: Curriculum
Night, World Language
Fair, Students from other
language classes,
MLIII.INT Communication:
Interpretive
b. Understand and analyze
oral and written statements
that I have learned for
specific purposes (careers,
relationships, personal traits,
pastimes, sports, fashion,
nutrition, travel)
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
MLIII.P Communication:
Presentational
a. Prepare oral presentations
or written compositions using
a series of simple sentences
on topics such as careers,
relationships, personal traits,
pastimes, sports, fashion,
nutrition, travel, and
geography.
c. Demonstrate Intermediate-
Low to Intermediate-High
proficiency in oral and written
presentation including proper
pronunciation, intonation, and
writing mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLIII.CU Cultures:
Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
b. Participate in real or
simulated cultural events
ENRY LEARNING
PROGRESSIONS
MLIII.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
e. Analyze and react to
messages in video clips from
the target culture on issues of
interest.
MLIII.CU Cultures:
Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
c. Identify patterns of
behavior associated with
cultures found in authentic
materials such as videos,
news articles,
advertisements, or websites.
d. Use the language to
investigate the role
geography has played in the
development cultural
practices of the target
cultures.
MLIII.CCC Connections:
Diverse Perspectives
a. Recognize the similarities
and differences between
another culture and my own
by investigating how other
content areas are presented
in the target culture and
expanding my knowledge.
(Example: Research how
major figures in History ,
pastimes, sports, fashion,
nutrition, travel, and geography.
MLIII.CU Cultures: Products
a. Investigate and discuss
products used in fashion, pop
culture, art, nutrition, sports, and
careers in the target cultures.
b. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
c. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine the products that
influence fashion, pop culture
and art, nutrition, sports, and
careers.
MLIII.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
target language and my own
language.
MLIII.CCC Communities:
School and Global
a. Perform in the target language
on topics relevant to the real
world for my classroom or my
community.
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond the
classroom setting. (Example: e-
mail, video chat, instant
messaging, shared video clips).
c. Identify professions that
require proficiency in the target
language and discuss the steps
needed to become a professional
in that field.
d. Interact and collaborate with
my peers to create products with
a. Relate topics studied in other
subject areas and apply
knowledge to develop critical
thinking skills (Example: Use
knowledge from Health and
Science classes to compare
healthy-eating recommendations
using food pyramids or the
equivalent from other cultures).
b. Expand my understanding of
topics studied in other subject
areas to solve problems
creatively. (Example: Report on
and evaluate the effectiveness of
efforts to care for the
environment in the target
countries)
MLIII.CCC Connections:
Diverse Perspectives
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
c. Access and evaluate diverse
perspectives available through
the language and culture
(Example: Access survey results
about preferences related to
music, leisure activities, movies,
careers of people in countries
where the language is spoken
and compare it to your
community).
MLIII.CCC Comparisons:
Language
c. Reflect on the differences and
similarities between the sound
and writing systems of English
and the target language.
d. Recognize the similarities and
differences of English grammar
and the grammar of the target
language (Example: gender,
word order, subject pronouns
and verb conjugations, object
pronouns).
MLIII.CCC Comparisons:
Cultural
d. Discuss basic ideas from
reading selections, songs, and
videos from the target
language.
e. Write short, organized
compositions at the
Intermediate-Low to
Intermediate-Mid level using
visual and technological
support as appropriate.
MLIII.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
d. Interact and collaborate with
my peers to create products
with a global perspective by
applying concepts learned in
class.
MLIII.CCC Communities:
Lifelong Learning
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
the language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

Students in elementary or such as family activities, Science, or Art are viewed in a global perspective by applying b. Compare sports and extra-
middle school). career events, fashion the target countries and use concepts learned in class. curricular activities in the target
MLIII.CCC shows, and/or holiday the information to expand MLIII.CCC Communities: cultures to my own.
Comparisons: celebrations. your knowledge) Lifelong Learning
Language c. Identify patterns of b. Identify a current event b. Attend or watch videos on
a. Recognize similarities behavior associated with article or broadcast in the cultural events and social
and differences of formal cultures found in authentic target language, understand activities that relate to the target
and informal forms of materials such as videos, the impact of the event on the language and culture.
greetings, farewells, and news articles, target culture, and compare it c. Locate and use resources on
expressions of courtesy advertisements, or websites. to the same type of event in the internet where I can use the
in the target language the United States. language I am learning and
and compare these to my MLIII.CCC Comparisons: maintain my communication
own language. Language skills.
MLIII.CCC b. Recognize cognates and d. Collaborate and create
Comparisons: Cultural idioms and analyze products such as skits,
c. Investigate, analyze, similarities and differences performances, or short films on
and explain similarities between the target language familiar topics/ or prepare cultural
and differences in and my own language. foods, for enjoyment in the
careers and business community.
communities in the target
cultures and my own.
d. Compare and contrast
future goals and
expectations of students
of my age in the target
cultures to my own future
goals and expectations.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 3 (4 x 4 Block)

Proficiency Level 3 Goal: Intermediate-Low

Quarter 1 Quarter 2
Unit 1 Unit 2 Unit 3 Unit 4
5 Weeks 4 Weeks 5 Weeks 4 Weeks
AP Themes: Families in Different Societies; AP Themes: Factors that AP Themes: The Influence of AP Theme: Factors that Impact Quality of Life; Environmental,
Environmental, Political, and Social Impact Quality of Life; Language and Culture on Identity; Political, and Social Challenges
Challenges Influences of Beauty and Art How Science and Technology Affect
Our Lives Topics: Environment, Geography, and Travel; Health, Fitness,
Topics: All Level 1 and 2 Topics, Topics: Authentic Pastimes Nutrition, Food pyramid, Diet comparisons between us and
Family structures, Stereotypes, and Leisure Activities in Topics: Career and Business target culture, Influence of American culture on target culture
Relationships, Self and Personal Traits; Target Cultures’ Lifestyles; Communities, Prepare for Job eating habits
Pastimes, Sports, Outdoor Activities, Extra- Standards of beauty from one Interviews, Job seeking
curricular Activities culture to the next, Fashion, (resume writing, job interview, plans Developing Biliteracy. Reading, Writing, Speaking about the
Pop Culture and Art for future), Future Goals and topics studied in level 3.
Expectations, Medical and Dental
(Doctor visits/Physicals) Review of highlighted topics for Level 3.
MLIII.IP MLIII.IP MLIII.IP Communication: MLIII.IP Communication: MLIII.P Communication: MLIII.IP Communication:
Communication: Communication: Interpersonal Interpersonal Presentational Interpersonal
Interpersonal Interpersonal b. Exchange opinions and b. Exchange opinions and preferences a. Prepare oral a. Participate in simple conversations
a. Participate in simple d. Discuss basic preferences about events, about events, experiences, careers, presentations or written on everyday topics in a variety of
conversations on ideas from reading experiences, careers, travel, travel, sports, extra-curricular activities, compositions using a tenses in the target language at the
everyday topics in a selections, songs, sports, extra-curricular pop culture, and art. series of simple sentences Intermediate-Low to Intermediate-
variety of tenses in the and videos from the activities, pop culture, and art. c. Ask and answer questions on on topics such as careers, Mid level.
target language at the target language. c. Ask and answer questions on information that is familiar to me relationships, personal b. Exchange opinions and
Intermediate-Low to e. Write short, information that is familiar to me (geography, travel, pastimes, sports, traits, pastimes, sports, preferences about events,
Intermediate-Mid level. organized (geography, travel, pastimes, extra-curricular activities). fashion, nutrition, travel, experiences, careers, travel, sports,
c. Ask and answer compositions at the sports, extra-curricular MLIII.P Communication: and geography. extra-curricular activities, pop culture,
questions on Intermediate-Low to activities). Presentational c. Demonstrate and art.
information that is Intermediate-Mid f. Use the target language to a. Prepare oral presentations or written Intermediate-Low to c. Ask and answer questions on
familiar to me level using visual and express needs and desires in compositions using a series of simple Intermediate-Mid information that is familiar to me
(geography, travel, technological support familiar situations (Example: sentences on topics such as careers, proficiency in oral and (geography, travel, pastimes, sports,
pastimes, sports, as appropriate. Ask for help at school, make relationships, personal traits, pastimes, written presentation extra-curricular activities).
extra-curricular f. Use the target hotel and transportation sports, fashion, nutrition, travel, and including proper
activities). language to express reservations). geography. pronunciation, intonation,
 ENRY LEARNING
PROGRESSIONS

e. Write short, needs and desires in MLIII.INT Communication: MLIII.CU Cultures: Products and writing mechanics. d. Discuss basic ideas from reading
organized familiar situations Interpretive a. Investigate and discuss products used (Example: agreement, selections, songs, and videos from
compositions at the (Example: Ask for c. Understand and explain in fashion, pop culture, art, nutrition, word order, verb the target language.
Intermediate-Low to help at school, make culturally authentic materials, sports, and careers in the target cultures. conjugation, punctuation) e. Write short, organized
Intermediate-Mid level hotel and products, and information from b. Read short stories or view authentic MLIII.CCC Connections: compositions at the Intermediate-
using visual and transportation the target countries (Example: videos from the target cultures to identify Making Connections Low to Intermediate-Mid level using
technological support reservations). Explaining what is on a receipt the author, musicians, and country of a. Relate topics studied in visual and technological support as
as appropriate. MLIII.INT or menu from a target country) origin and reflect on the cultural other subject areas and appropriate.
MLIII.INT Communication: d. Demonstrate comprehension perspectives. apply knowledge to MLIII.CCC Communities: School
Communication: Interpretive of current events and postings c. Read, listen to, and or view authentic develop critical thinking and Global
Interpretive b. Understand and related to other school subjects materials such as commercials, video skills (Example: Use b. Use community and internet
a. Understand and analyze oral and by restating key information. clips of television programs, poems, or knowledge from Health resources approved by the school
identify the main idea written statements e. Analyze and react to stories from the culture to examine the and Science classes to and teacher to communicate in the
in short, simple that I have learned for messages in video clips from products that influence fashion, pop compare healthy-eating target language with people beyond
messages, and specific purposes the target culture on issues of culture and art, nutrition, sports, and recommendations using the classroom setting. (Example: e-
presentations on (careers, interest. careers. food pyramids or the mail, video chat, instant messaging,
topics related to relationships, MLIII.CU Cultures: Practices MLIII.CCC Comparisons: Language equivalent from other shared video clips).
everyday life and personal traits, a. Recognize how viewpoints of b. Recognize cognates and idioms and cultures). d. Interact and collaborate with my
personal interests pastimes, sports, the people of the target cultures analyze similarities and differences b. Expand my peers to create products with a
(Example: information fashion, nutrition, are reflected in their practices between the target language and my understanding of topics global perspective by applying
on ads, travel) and products, such as in own language. studied in other subject concepts learned in class.
announcements, c. Understand and political systems, art, MLIII.CCC Communities: School and areas to solve problems MLIII.CCC Communities: Lifelong
simple texts, songs, explain culturally architecture, music, and Global creatively. (Example: Learning
career preference authentic materials, literature. a. Perform in the target language on Report on and evaluate b. Attend or watch videos on cultural
survey) products, and c. Identify patterns of behavior topics relevant to the real world for my the effectiveness of efforts events and social activities that
c. Understand and information from the associated with cultures found classroom or my community. to care for the environment relate to the target language and
explain culturally target countries in authentic materials such as b. Use community and internet resources in the target countries) culture.
authentic materials, (Example: Explaining videos, news articles, approved by the school and teacher to MLIII.CCC Connections: c. Locate and use resources on the
products, and what is on a receipt or advertisements, or websites. communicate in the target language with Diverse Perspectives internet where I can use the
information from the menu from a target d. Use the language to people beyond the classroom setting. b. Identify a current event language I am learning and maintain
target countries country) investigate the role geography (Example: e-mail, video chat, instant article or broadcast in the my communication skills.
(Example: Explaining d. Demonstrate has played in the development messaging, shared video clips). target language,
what is on a receipt or comprehension of cultural practices of the target c. Identify professions that require understand the impact of
menu from a target current events and cultures. proficiency in the target language and the event on the target
country) postings related to MLIII.CCC Connections: discuss the steps needed to become a culture, and compare it to
MLIII.P other school subjects Diverse Perspectives professional in that field. the same type of event in
Communication: by restating key a. Recognize the similarities d. Interact and collaborate with my peers the United States.
Presentational information. and differences between to create products with a global c. Access and evaluate
a. Prepare oral MLIII.P another culture and my own by perspective by applying concepts diverse perspectives
presentations or Communication: investigating how other content learned in class. available through the
written compositions Presentational areas are presented in the MLIII.CCC Communities: Lifelong language and culture
using a series of a. Prepare oral target culture and expanding my Learning (Example: Access survey
simple sentences on presentations or knowledge. (Example: b. Attend or watch videos on cultural results about preferences
topics such as careers, written compositions Research how major figures in events and social activities that relate to related to music, leisure
relationships, personal using a series of History , Science, or Art are the target language and culture. activities, movies, careers
traits, pastimes, sports, simple sentences on viewed in the target countries c. Locate and use resources on the of people in countries
fashion, nutrition, topics such as and use the information to internet where I can use the language I where the language is
travel, and geography. careers, relationships, expand your knowledge) am learning and maintain my spoken and compare it to
b. Prepare and present personal traits, b. Identify a current event article communication skills. your community).
short plays, original pastimes, sports, or broadcast in the target
 ENRY LEARNING
PROGRESSIONS

skits, recite selected fashion, nutrition, language, understand the d. Collaborate and create products such MLIII.CCC Comparisons:
poems, perform songs, travel, and impact of the event on the as skits, performances, or short films on Language
or create videos in the geography. target culture, and compare it to familiar topics/ or prepare cultural foods, c. Reflect on the
target language for c. Demonstrate the same type of event in the for enjoyment in the community. differences and similarities
school related events Intermediate-Low to United States. between the sound and
(Examples: Curriculum Intermediate-High MLIII.CCC Comparisons: writing systems of English
Night, World Language proficiency in oral and Language and the target language.
Fair, Students from written presentation b. Recognize cognates and d. Recognize the
other language including proper idioms and analyze similarities similarities and differences
classes, Students in pronunciation, and differences between the of English grammar and
elementary or middle intonation, and writing target language and my own the grammar of the target
school). mechanics. language. language (Example:
MLIII.CCC (Example: gender, word order,
Comparisons: agreement, word subject pronouns and verb
Language order, verb conjugations, object
a. Recognize conjugation, pronouns).
similarities and punctuation) MLIII.CCC Comparisons:
differences of formal MLIII.CU Cultures: Cultural
and informal forms of Practices b. Compare sports and
greetings, farewells, a. Recognize how extra-curricular activities in
and expressions of viewpoints of the the target cultures to my
courtesy in the target people of the target own.
language and compare cultures are reflected
these to my own in their practices and
language. products, such as in
MLIII.CCC political systems, art,
Comparisons: architecture, music,
Cultural and literature.
c. Investigate, analyze, b. Participate in real
and explain similarities or simulated cultural
and differences in events such as family
careers and business activities, career
communities in the events, fashion
target cultures and my shows, and/or holiday
own. celebrations.
d. Compare and c. Identify patterns of
contrast future goals behavior associated
and expectations of with cultures found in
students of my age in authentic materials
the target cultures to such as videos, news
my own future goals articles,
and expectations. advertisements, or
websites.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 4/Native Speakers Course 1 (Year Long)

Proficiency Level 4 Goal: Intermediate-Mid to Intermediate- High

Quarter 1 & 2 Quarter 2 Quarter 3 & 4 Quarter 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks
AP Theme: Families in AP Theme: Factors that AP Theme: Influences of AP Theme: Environmental, AP Theme: How Science and AP Theme: Influence of
Different Societies Impact Quality of Life Beauty and Art Political, and Social Technology Affect Our Lives Language and Culture
Challenges Identity
Topics: All Level 1 to 3 Topics: Pastimes, Sports, Topics: Standards of Topics: Access to Technology
Topics, Outdoor Activities, Extra- beauty across cultures, Topics: Environmental in different cultures; Smart Topics: Career and
curricular Activities, Fashion, Pop Culture and Challenges, Immigration, Phone addiction; Business Communities, Job
Self & Personal Traits; Health, Fitness, Nutrition, Art Poverty, Interviews,
Family Structures; Food pyramid, Diet Homelessness, Access to Medical advances; Access to Future Goals and
Relationships; comparisons between us Education Healthcare; Benefits and Expectations
Stereotypes. and target culture, Negative Impacts of
Comparison of family Influence of American technology on the individual Developing Biliteracy.
structures between culture on target culture and society. Reading, Writing, Speaking
cultures, and the roots eating habits, about the topics studied in
of stereotypes level 4.

Geography and Travel Review of highlighted topics

for Level 4.
MLIV.IP MLIV.IP Communication: MLIV.IP Communication: MLIV.IP Communication: MLIV.P Communication: MLIV.IP Communication:
Communication: Interpersonal Interpersonal Interpersonal Presentational Interpersonal
Interpersonal d. Discuss basic ideas from b. Exchange opinions and b. Exchange opinions and a. Participate in conversations on a. Participate in conversations
a. Participate in reading selections, songs, preferences about events preferences about events and a variety of topics and tenses in on a variety of topics and
conversations on a and videos from the target and experiences with career experiences with career goals simple unexpected situations at tenses in simple unexpected
variety of topics and language. goals and communities, and communities, leisure media the Intermediate-Mid to situations at the Intermediate-
tenses in simple e. Write short, organized leisure media and and technology, fashion and Intermediate-High level. Mid to Intermediate-High level.
unexpected situations at compositions at the technology, fashion and shopping, health and fitness, and c. Ask and answer questions on b. Exchange opinions and
the Intermediate-Mid to Intermediate-Mid to shopping, health and fitness, travel and transportation. information that is familiar to me preferences about events and
Intermediate-High level. Intermediate-High level using and travel and transportation. c. Ask and answer questions on (geography, travel and experiences with career goals
c. Ask and answer visual and technological c. Ask and answer questions information that is familiar to me transportation, fashion and and communities, leisure
questions on information support as appropriate. on information that is familiar (geography, travel and shopping) media and technology, fashion
that is familiar to me to me (geography, travel and and shopping, health and

(geography, travel and
transportation, fashion
and shopping)
e. Write short, organized
compositions at the
Intermediate-Mid to
Intermediate-High level
using visual and
technological support as
appropriate.
MLIV.INT
Communication:
Interpretive
a. Understand and
identify the main idea in
short, simple messages,
and presentations on
topics related to everyday
life and personal interests
(Example: information on
ads, announcements,
simple texts, songs,
career preference
survey)
c. Understand and
explain culturally
authentic materials,
products, and information
from the target countries
(Example: Explaining
what is on a receipt or
menu from a target
country)
MLIV.P
Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a
series of simple
sentences on topics such
as career and business,
media and technology,
geography, map skills,
travel, transportation, and
health and fitness.
b. Prepare and present
short plays, original skits,
recite selected poems,
perform songs, or create
f. Use the target language to
express needs and desires in
familiar and some simple
unfamiliar situations
(Example: Ask for help during
shopping, ask for help at the
doctor’s office, make hotel
and transportation
reservations).
MLIV.INT Communication:
Interpretive
b. Understand and analyze
oral and written statements
that I have learned for
specific purposes (career and
business, leisure media and
technology, geography, map
skills, travel, transportation,
and health and fitness)
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
MLIV.P Communication:
Presentational
a. Prepare oral presentations
or written compositions using
a series of simple sentences
on topics such as career and
business, media and
technology, geography, map
skills, travel, transportation,
and health and fitness.
c. Demonstrate Intermediate-
Mid to Intermediate-High
proficiency in oral and written
presentation including proper
pronunciation, intonation, and
writing mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
ENRY LEARNING
PROGRESSIONS
transportation, fashion and
shopping)
f. Use the target language to
express needs and desires in
familiar and some simple
unfamiliar situations
(Example: Ask for help during
shopping, ask for help at the
doctor’s office, make hotel
and transportation
reservations).
MLIV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
e. Analyze and react to
messages in video clips from
the target culture on issues of
interest.
MLIV.CU Cultures:
Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
c. Identify patterns of
behavior associated with
cultures found in authentic
materials such as videos,
news articles,
advertisements, or websites.
d. Use the language to
investigate the role
geography has played in the
development cultural
practices of the target
cultures.
transportation, fashion and
shopping)
f. Use the target language to
express needs and desires in
familiar and some simple
unfamiliar situations (Example:
Ask for help during shopping, ask
for help at the doctor’s office,
make hotel and transportation
reservations).
MLIV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information from
the target countries (Example:
Explaining what is on a receipt or
menu from a target country)
d. Demonstrate comprehension
of current events and postings
related to other school subjects
by restating key information.
MLIV.CU Cultures: Products
a. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
b. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine the products that
influence fashion, pop culture
and art, nutrition, sports, and
careers.
c. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
MLIV.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
MLIV.CCC Connections:
Making Connections
a. Relate topics studied in other
subject areas and apply
knowledge to develop critical
thinking skills (Example: Use
knowledge from Health and
Science classes to compare
healthy-eating recommendations
using food pyramids or the
equivalent from other cultures).
b. Expand my understanding of
topics studied in other subject
areas to solve problems
creatively. (Example: Report on
and evaluate the effectiveness of
efforts to care for the
environment in the target
countries)
MLIV.CCC Connections:
Diverse Perspectives
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
c. Access and evaluate diverse
perspectives available through
the language and culture
(Example: Access survey results
about preferences related to
music, leisure activities, movies,
careers of people in countries
where the language is spoken
and compare it to your
community).
MLIV.CCC Comparisons:
Language
c. Reflect on the differences and
similarities between the sound
and writing systems of English
and the target language.
d. Recognize the similarities and
differences of English grammar
and the grammar of the target
language (Example: gender,
word order, subject pronouns
and verb conjugations, object
pronouns).
fitness, and travel and
transportation.
c. Ask and answer questions
on information that is familiar
to me (geography, travel and
transportation, fashion and
shopping)
d. Discuss basic ideas from
reading selections, songs, and
videos from the target
language.
e. Write short, organized
compositions at the
Intermediate-Mid to
Intermediate-High level using
visual and technological
support as appropriate.
MLIV.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
d. Interact and collaborate with
my peers to create products
with a global perspective by
applying concepts learned in
class.
MLIV.CCC Communities:
Lifelong Learning
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
the language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

videos in the target MLIV.CU Cultures: MLIV.CCC Connections: target language and my own MLIV.CCC Comparisons:
language for school Practices Diverse Perspectives language. Cultural
related events a. Recognize how viewpoints a. Recognize the similarities MLIV.CCC Communities: b. Compare fashion, shopping,
(Examples: Curriculum of the people of the target and differences between School and Global health and fitness, medical and
Night, World Language cultures are reflected in their another culture and my own a. Perform in the target language dental experiences in the target
Fair, Students from other practices and products, such by investigating how other on topics relevant to the real cultures to my own.
language classes, as in political systems, art, content areas presented in world for my classroom or my
Students in elementary or architecture, music, and the target culture and community.
middle school). literature. expanding my knowledge. b. Use community and internet
c. Demonstrate b. Participate in real or (Example: Research how resources approved by the
Intermediate-Mid to simulated cultural events major figures in History , school and teacher to
Intermediate-High such as family activities, Science, or Art are viewed in communicate in the target
proficiency in oral and career events, fashion the target countries and use language with people beyond the
written presentation shows, and/or holiday the information to expand classroom setting. (Example: e-
including proper celebrations. your knowledge) mail, video chat, instant
pronunciation, intonation, c. Identify patterns of b. Identify a current event messaging, shared video clips).
and writing mechanics. behavior associated with article or broadcast in the c. Identify professions that
(Example: agreement, cultures found in authentic target language, understand require proficiency in the target
word order, verb materials such as videos, the impact of the event on the language and discuss the steps
conjugation, punctuation) news articles, target culture, and compare it needed to become a professional
MLIV.CCC advertisements, or websites. to the same type of event in in that field.
Comparisons: the United States. d. Interact and collaborate with
Language MLIV.CCC Comparisons: my peers to create products with
a. Recognize similarities Language a global perspective by applying
and differences of formal b. Recognize cognates and concepts learned in class.
and informal forms of idioms and analyze MLIV.CCC Communities:
greetings, farewells, and similarities and differences Lifelong Learning
expressions of courtesy between the target language a. Set specific and attainable
in the target language and my own language. goals to monitor and reflect on
and compare these to my my progress as I learn to
own language. communicate in the target
MLIV.CCC language.
Comparisons: Cultural b. Attend or watch videos on
c. Investigate, analyze, cultural events and social
and explain similarities activities that relate to the target
and differences in language and culture.
careers and business c. Locate and use resources on
communities in the target the internet where I can use the
cultures and my own. language I am learning and
d. Compare and contrast maintain my communication
future goals and skills.
expectations of students
of my age in the target
cultures to my own future
goals and expectations.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 4/Native Speakers Course 1 (4 x 4 Block)

Proficiency Level 4 Goal: Intermediate-Mid to Intermediate- High

Quarter 1
Unit 1 Unit 2
5 Weeks 4 Weeks
AP Themes: Families in Different Societies; Factors AP Theme: Factors that
that Impact Quality of Life; Environmental, Political, Impact Quality of Life; How
and Social Challenges Science and Technology
Affect Our Lives
Topics: All Level 1 to 3 Topics,
Topics: Pastimes, Sports,
Self & Personal Traits; Family Structures; Outdoor Activities, Extra-
Relationships; Stereotypes. Comparison of family curricular Activities, Access
structures between cultures, and the roots of to Technology in different
stereotypes; Geography and Travel cultures; Smart Phone
addiction; Medical
advances; Access to
Healthcare; Benefits and
Negative Impacts of
technology on the individual
and society.
Quarter 2
Unit 3
5 Weeks
AP Theme: Influences of Beauty and Art;
Environmental, Political, and Social Challenges
Topics: Standards of beauty across cultures,
Fashion, Pop Culture and Art;
Environmental Challenges, Immigration,
Poverty, Homelessness, Access to Education
Unit 4
4 Weeks
AP Theme: : Factors that Impact Quality of
Life; Influence of Language and Culture
Identity
Topics: Career and Business Communities,
Job Interviews, Future Goals and
Expectations; Health, Fitness, Nutrition,
Food pyramid, Diet comparisons between us
and target culture, Influence of American
culture on target culture eating habits,
Developing Biliteracy. Reading, Writing,
Speaking about the topics studied in level 4.
Review of highlighted topics for Level 4.

MLIV.IP MLIV.IP Communication: MLIV.IP Communication: MLIV.IP Communication: MLIV.P MLIV.IP Communication: Interpersonal
Communication: Interpersonal Interpersonal Interpersonal Communication: a. Participate in conversations on a variety of
Interpersonal d. Discuss basic ideas from b. Exchange opinions and b. Exchange opinions and Presentational topics and tenses in simple unexpected
a. Participate in reading selections, songs, preferences about events and preferences about events a. Participate in situations at the Intermediate-Mid to
conversations on a and videos from the target experiences with career goals and experiences with conversations on a Intermediate-High level.
variety of topics and language. and communities, leisure career goals and variety of topics and b. Exchange opinions and preferences about
tenses in simple e. Write short, organized media and technology, fashion communities, leisure tenses in simple events and experiences with career goals and
unexpected situations at compositions at the and shopping, health and media and technology, unexpected situations communities, leisure media and technology,
the Intermediate-Mid to Intermediate-Mid to fitness, and travel and fashion and shopping, at the Intermediate- fashion and shopping, health and fitness, and
Intermediate-High level. Intermediate-High level transportation. health and fitness, and Mid to Intermediate- travel and transportation.
c. Ask and answer using visual and c. Ask and answer questions travel and transportation. High level. c. Ask and answer questions on information that
questions on information technological support as on information that is familiar c. Ask and answer c. Ask and answer is familiar to me (geography, travel and
that is familiar to me appropriate. to me (geography, travel and questions on information questions on transportation, fashion and shopping)
(geography, travel and that is familiar to me information that is

transportation, fashion
and shopping)
e. Write short, organized
compositions at the
Intermediate-Mid to
Intermediate-High level
using visual and
technological support as
appropriate.
MLIV.INT
Communication:
Interpretive
a. Understand and
identify the main idea in
short, simple messages,
and presentations on
topics related to everyday
life and personal interests
(Example: information on
ads, announcements,
simple texts, songs,
career preference
survey)
c. Understand and
explain culturally
authentic materials,
products, and information
from the target countries
(Example: Explaining
what is on a receipt or
menu from a target
country)
MLIV.P
Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a
series of simple
sentences on topics such
as career and business,
media and technology,
geography, map skills,
travel, transportation, and
health and fitness.
b. Prepare and present
short plays, original skits,
recite selected poems,
perform songs, or create
videos in the target
f. Use the target language to
express needs and desires
in familiar and some simple
unfamiliar situations
(Example: Ask for help
during shopping, ask for
help at the doctor’s office,
make hotel and
transportation reservations).
MLIV.INT Communication:
Interpretive
b. Understand and analyze
oral and written statements
that I have learned for
specific purposes (career
and business, leisure media
and technology, geography,
map skills, travel,
transportation, and health
and fitness)
c. Understand and explain
culturally authentic
materials, products, and
information from the target
countries (Example:
Explaining what is on a
receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
MLIV.P Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a series
of simple sentences on
topics such as career and
business, media and
technology, geography, map
skills, travel, transportation,
and health and fitness.
c. Demonstrate
Intermediate-Mid to
Intermediate-High
proficiency in oral and
written presentation
including proper
ENRY LEARNING
PROGRESSIONS
transportation, fashion and
shopping)
f. Use the target language to
express needs and desires in
familiar and some simple
unfamiliar situations (Example:
Ask for help during shopping,
ask for help at the doctor’s
office, make hotel and
transportation reservations).
MLIV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information from
the target countries (Example:
Explaining what is on a receipt
or menu from a target country)
d. Demonstrate
comprehension of current
events and postings related to
other school subjects by
restating key information.
e. Analyze and react to
messages in video clips from
the target culture on issues of
interest.
MLIV.CU Cultures: Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
c. Identify patterns of behavior
associated with cultures found
in authentic materials such as
videos, news articles,
advertisements, or websites.
d. Use the language to
investigate the role geography
has played in the development
cultural practices of the target
cultures.
MLIV.CCC Connections:
Diverse Perspectives
a. Recognize the similarities
and differences between
another culture and my own by
(geography, travel and
transportation, fashion and
shopping)
f. Use the target language
to express needs and
desires in familiar and
some simple unfamiliar
situations (Example: Ask
for help during shopping,
ask for help at the doctor’s
office, make hotel and
transportation
reservations).
MLIV.INT
Communication:
Interpretive
c. Understand and explain
culturally authentic
materials, products, and
information from the target
countries (Example:
Explaining what is on a
receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings
related to other school
subjects by restating key
information.
MLIV.CU Cultures:
Products
a. Read short stories or
view authentic videos from
the target cultures to
identify the author,
musicians, and country of
origin and reflect on the
cultural perspectives.
b. Read, listen to, and or
view authentic materials
such as commercials,
video clips of television
programs, poems, or
stories from the culture to
examine the products that
influence fashion, pop
culture and art, nutrition,
sports, and careers.
familiar to me d. Discuss basic ideas from reading selections,
(geography, travel songs, and videos from the target language.
and transportation, e. Write short, organized compositions at the
fashion and Intermediate-Mid to Intermediate-High level
shopping) using visual and technological support as
MLIV.CCC appropriate.
Connections: MLIV.CCC Communities: School and Global
Making Connections b. Use community and internet resources
a. Relate topics approved by the school and teacher to
studied in other communicate in the target language with people
subject areas and beyond the classroom setting. (Example: e-mail,
apply knowledge to video chat, instant messaging, shared video
develop critical clips).
thinking skills d. Interact and collaborate with my peers to
(Example: Use create products with a global perspective by
knowledge from applying concepts learned in class.
Health and Science MLIV.CCC Communities: Lifelong Learning
classes to compare b. Attend or watch videos on cultural events and
healthy-eating social activities that relate to the target language
recommendations and culture.
using food pyramids c. Locate and use resources on the internet
or the equivalent from where I can use the language I am learning and
other cultures). maintain my communication skills.
b. Expand my
understanding of
topics studied in other
subject areas to solve
problems creatively.
(Example: Report on
and evaluate the
effectiveness of
efforts to care for the
environment in the
target countries)
MLIV.CCC
Connections:
Diverse
Perspectives
b. Identify a current
event article or
broadcast in the
target language,
understand the
impact of the event
on the target culture,
and compare it to the
same type of event in
the United States.
c. Access and
evaluate diverse
 ENRY LEARNING
PROGRESSIONS

language for school pronunciation, intonation, investigating how other c. Read short stories or perspectives
related events and writing mechanics. content areas presented in the view authentic videos from available through the
(Examples: Curriculum (Example: agreement, word target culture and expanding the target cultures to language and culture
Night, World Language order, verb conjugation, my knowledge. (Example: identify the author, (Example: Access
Fair, Students from other punctuation) Research how major figures in musicians, and country of survey results about
language classes, MLIV.CU Cultures: History , Science, or Art are origin and reflect on the preferences related to
Students in elementary or Practices viewed in the target countries cultural perspectives. music, leisure
middle school). a. Recognize how and use the information to MLIV.CCC Comparisons: activities, movies,
c. Demonstrate viewpoints of the people of expand your knowledge) Language careers of people in
Intermediate-Mid to the target cultures are b. Identify a current event b. Recognize cognates countries where the
Intermediate-High reflected in their practices article or broadcast in the and idioms and analyze language is spoken
proficiency in oral and and products, such as in target language, understand similarities and differences and compare it to
written presentation political systems, art, the impact of the event on the between the target your community).
including proper architecture, music, and target culture, and compare it language and my own MLIV.CCC
pronunciation, intonation, literature. to the same type of event in language. Comparisons:
and writing mechanics. b. Participate in real or the United States. MLIV.CCC Communities: Language
(Example: agreement, simulated cultural events MLIV.CCC Comparisons: School and Global c. Reflect on the
word order, verb such as family activities, Language a. Perform in the target differences and
conjugation, punctuation) career events, fashion b. Recognize cognates and language on topics similarities between
MLIV.CCC shows, and/or holiday idioms and analyze similarities relevant to the real world the sound and writing
Comparisons: celebrations. and differences between the for my classroom or my systems of English
Language c. Identify patterns of target language and my own community. and the target
a. Recognize similarities behavior associated with language. b. Use community and language.
and differences of formal cultures found in authentic internet resources d. Recognize the
and informal forms of materials such as videos, approved by the school similarities and
greetings, farewells, and news articles, and teacher to differences of English
expressions of courtesy advertisements, or communicate in the target grammar and the
in the target language websites. language with people grammar of the target
and compare these to my beyond the classroom language (Example:
own language. setting. (Example: e-mail, gender, word order,
MLIV.CCC video chat, instant subject pronouns and
Comparisons: Cultural messaging, shared video verb conjugations,
c. Investigate, analyze, clips). object pronouns).
and explain similarities c. Identify professions that MLIV.CCC
and differences in require proficiency in the Comparisons:
careers and business target language and Cultural
communities in the target discuss the steps needed b. Compare fashion,
cultures and my own. to become a professional shopping, health and
d. Compare and contrast in that field. fitness, medical and
future goals and d. Interact and collaborate dental experiences in
expectations of students with my peers to create the target cultures to
of my age in the target products with a global my own.
cultures to my own future perspective by applying
goals and expectations. concepts learned in class.
MLIV.CCC Communities:
Lifelong Learning
a. Set specific and
attainable goals to monitor
and reflect on my progress
ENRY LEARNING
PROGRESSIONS

as I learn to communicate
in the target language.
b. Attend or watch videos
on cultural events and
social activities that relate
to the target language and
culture.
c. Locate and use
resources on the internet
where I can use the
language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 5/ Native Speakers Course 2 (Year Long)

Proficiency Level 5 Goal: Intermediate-High to Advanced-Low

Quarter 1 & 2 Quarter 2 Quarter 3 & 4 Quarter 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks
AP Theme: Families in AP Theme: Factors that AP Theme: Influences of AP Theme: Environmental, AP Theme: How Science and AP Theme: Influence of
Different Societies Impact Quality of Life Beauty and Art Political, and Social Technology Affect Our Lives Language and Culture
Challenges Identity
Topics: All Level 1 to 3 Topics: Pastimes, Sports, Topics: Standards of Topics: Access to Technology
Topics, Outdoor Activities, Extra- beauty across cultures, Topics: Environmental in different cultures; Smart Topics: Career and
curricular Activities, Fashion, Pop Culture and Challenges, Immigration, Phone addiction; Business Communities, Job
Self & Personal Traits; Health, Fitness, Nutrition, Art Poverty, Interviews,
Family Structures; Food pyramid, Diet Homelessness, Access to Medical advances; Access to Future Goals and
Relationships; comparisons between us Education, Healthcare; Benefits and Expectations
Stereotypes. and target culture, Negative Impacts of
Comparison of family Influence of American technology on the individual Developing Biliteracy.
structures between culture on target culture and society. Reading, Writing, Speaking
cultures, and the roots eating habits, about the topics studied in
of stereotypes level 4.

Geography and Travel Review of highlighted topics

for Level 4.
MLV.IP MLV.IP Communication: MLV.IP Communication: MLV.IP Communication: MLV.P Communication: MLV.IP Communication:
Communication: Interpersonal Interpersonal Interpersonal Presentational Interpersonal
Interpersonal d. Exchange ideas using b. Exchange opinions and b. Exchange opinions and a. Prepare oral presentations or a. Participate in conversations
a. Participate in level-appropriate materials preferences about events preferences about events and written compositions using a on a variety of topics and
conversations on a from reading selections, and experiences with career experiences with career goals series of simple sentences on tenses in familiar and in
variety of topics and songs, and videos in the goals and communities, and communities, global topics such as career and unexpected situations at the
tenses in familiar and in target language. global challenges, leisure challenges, leisure media and business, media and technology, Intermediate-Mid to Advanced-
unexpected situations at e. Write short, organized media and technology, technology, medical and dental, geography, map skills, travel, Low level.
the Intermediate-Mid to compositions at the medical and dental, health health and fitness, and travel and transportation, and health and b. Exchange opinions and
Advanced-Low level. Intermediate-High to and fitness, and travel and transportation and survival skills. fitness. preferences about events and
c. Ask and answer Advanced-Low level using transportation and survival c. Ask and answer questions on c. Demonstrate Intermediate- experiences with career goals
questions on information visual and technological skills. information that is familiar and High to Advanced-Low and communities, global
that is familiar and support as appropriate. c. Ask and answer questions unfamiliar to me (career goals proficiency in oral and written challenges, leisure media and
unfamiliar to me (career f. Use the target language to on information that is familiar and communities, global presentation including proper technology, medical and
goals and communities, express needs and desires in and unfamiliar to me (career challenges, leisure media and pronunciation, intonation, and dental, health and fitness, and
global challenges, leisure familiar and unfamiliar goals and communities, technology, medical and dental, writing mechanics. (Example: travel and transportation and
media and technology, situations (Example: Ask for global challenges, leisure health and fitness, and travel and agreement, word order, verb survival skills.
medical and dental, help in the community, ask media and technology, transportation and survival skills) conjugation, punctuation)

health and fitness, and
travel and transportation
and survival skills)
e. Write short, organized
compositions at the
Intermediate-High to
Advanced-Low level
using visual and
technological support as
appropriate.
MLV.INT
Communication:
Interpretive
a. Understand and
identify the main idea in
short, simple messages,
and presentations on
topics related to everyday
life and personal interests
(Example: information on
ads, announcements,
simple texts, songs,
career preference
survey)
c. Understand and
explain culturally
authentic materials,
products, and information
from the target countries
(Example: Explaining
what is on a receipt or
menu from a target
country)
MLV.P Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a
series of simple
sentences on topics such
as career and business,
media and technology,
geography, map skills,
travel, transportation, and
health and fitness.
b. Prepare and present
short plays, original skits,
recite selected poems,
perform songs, or create
videos in the target
for help at the dentist or
doctor’s office, make hotel
and transportation
reservations).
MLV.INT Communication:
Interpretive
b. Understand and analyze
oral and written statements
that I have learned for
specific purposes (career
goals and communities,
global challenges, leisure
media and technology,
medical and dental, health
and fitness, and travel and
transportation and survival
skills)
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
MLV.P Communication:
Presentational
a. Prepare oral presentations
or written compositions using
a series of simple sentences
on topics such as career and
business, media and
technology, geography, map
skills, travel, transportation,
and health and fitness.
c. Demonstrate Intermediate-
High to Advanced-Low
proficiency in oral and written
presentation including proper
pronunciation, intonation, and
writing mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLV.CU Cultures:
Practices
ENRY LEARNING
PROGRESSIONS
medical and dental, health
and fitness, and travel and
transportation and survival
skills)
f. Use the target language to
express needs and desires in
familiar and unfamiliar
situations (Example: Ask for
help in the community, ask
for help at the dentist or
doctor’s office, make hotel
and transportation
reservations).
MLV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
e. Analyze and react to
messages in video clips from
the target culture on issues of
interest.
MLV.CU Cultures:
Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
c. Identify patterns of
behavior associated with
cultures found in authentic
materials such as videos,
news articles,
advertisements, or websites.
d. Use the language to
investigate the role
geography has played in the
development cultural
MLV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information from
the target countries (Example:
Explaining what is on a receipt or
menu from a target country)
d. Demonstrate comprehension
of current events and postings
related to other school subjects
by restating key information.
e. Analyze and react to
messages in video clips from the
target culture on issues of
interest.
MLV.CU Cultures: Products
a. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
b. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine and discuss products
from the target culture.
c. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
MLV.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
target language and my own
language.
MLV.CCC Communities:
School and Global
a. Perform in the target language
on topics relevant to the real
world for my classroom or my
community.
MLV.CCC Connections:
Making Connections
a. Relate topics studied in other
subject areas and apply
knowledge to develop critical
thinking skills (Example: Use
knowledge from Health and
Science classes to compare
healthy-eating recommendations
using food pyramids or the
equivalent from other cultures).
b. Expand my understanding of
topics studied in other subject
areas to solve problems
creatively. (Example: Report on
and evaluate the effectiveness of
efforts to care for the
environment in the target
countries)
MLV.CCC Connections:
Diverse Perspectives
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
c. Access and evaluate diverse
perspectives available through
the language and culture
(Example: Access survey results
about preferences related to
music, leisure activities, movies,
careers of people in countries
where the language is spoken
and compare it to your
community).
MLV.CCC Comparisons:
Language
c. Reflect on the differences and
similarities between the sound
and writing systems of English
and the target language.
d. Recognize the similarities and
differences of English grammar
and the grammar of the target
language (Example: gender,
word order, subject pronouns
and verb conjugations, object
pronouns).
c. Ask and answer questions
on information that is familiar
and unfamiliar to me (career
goals and communities, global
challenges, leisure media and
technology, medical and
dental, health and fitness, and
travel and transportation and
survival skills)
d. Exchange ideas using level-
appropriate materials from
reading selections, songs, and
videos in the target language.
e. Write short, organized
compositions at the
Intermediate-High to
Advanced-Low level using
visual and technological
support as appropriate.
MLV.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
d. Interact and collaborate with
my peers to create products
with a global perspective by
applying concepts learned in
class.
MLV.CCC Communities:
Lifelong Learning
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
the language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

language for school a. Recognize how viewpoints practices of the target b. Use community and internet MLV.CCC Comparisons:
related events of the people of the target cultures. resources approved by the Cultural
(Examples: Curriculum cultures are reflected in their MLV.CCC Connections: school and teacher to b. Compare fashion, shopping,
Night, World Language practices and products, such Diverse Perspectives communicate in the target health and fitness, medical and
Fair, Students from other as in political systems, art, a. Recognize the similarities language with people beyond the dental experiences in the target
language classes, architecture, music, and and differences between classroom setting. (Example: e- cultures to my own.
Students in elementary or literature. another culture and my own mail, video chat, instant
middle school). b. Participate in real or by investigating how other messaging, shared video clips).
c. Demonstrate simulated cultural events content areas presented in c. Identify professions that
Intermediate-High to such as family activities, the target culture and require proficiency in the target
Advanced-Low career events, fashion expanding my knowledge. language and discuss the steps
proficiency in oral and shows, and/or holiday (Example: Research how needed to become a professional
written presentation celebrations. major figures in History , in that field.
including proper c. Identify patterns of Science, or Art are viewed in d. Interact and collaborate with
pronunciation, intonation, behavior associated with the target countries and use my peers to create products with
and writing mechanics. cultures found in authentic the information to expand a global perspective by applying
(Example: agreement, materials such as videos, your knowledge) concepts learned in class.
word order, verb news articles, b. Identify a current event MLV.CCC Communities:
conjugation, punctuation) advertisements, or websites. article or broadcast in the Lifelong Learning
MLV.CCC target language, understand b. Attend or watch videos on
Comparisons: the impact of the event on the cultural events and social
Language target culture, and compare it activities that relate to the target
a. Recognize similarities to the same type of event in language and culture.
and differences of formal the United States. c. Locate and use resources on
and informal forms of MLV.CCC Comparisons: the internet where I can use the
greetings, farewells, and Language language I am learning and
expressions of courtesy b. Recognize cognates and maintain my communication
in the target language idioms and analyze skills.
and compare these to my similarities and differences d. Collaborate and create
own language. between the target language products such as skits,
MLV.CCC and my own language. performances, or short films on
Comparisons: Cultural familiar topics/ or prepare cultural
c. Investigate, analyze, foods, for enjoyment in the
and explain similarities community.
and differences in
careers and business
communities in the target
cultures and my own.
d. Compare and contrast
future goals and
expectations of students
of my age in the target
cultures to my own future
goals and expectations.
 ENRY LEARNING
PROGRESSIONS

World Languages: Level 5/ Native Speakers Course 2 (4 x 4 Block)

Proficiency Level 5 Goal: Intermediate-High to Advanced-Low

Quarter 1 Quarter 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks 3 Weeks
AP Theme: Families in AP Theme: Factors that AP Theme: Influences of AP Theme: Environmental, AP Theme: How Science and AP Theme: Influence of
Different Societies Impact Quality of Life Beauty and Art Political, and Social Technology Affect Our Lives Language and Culture
Challenges Identity
Topics: All Level 1 to 3 Topics: Pastimes, Sports, Topics: Standards of Topics: Access to Technology
Topics, Outdoor Activities, Extra- beauty across cultures, Topics: Environmental in different cultures; Smart Topics: Career and
curricular Activities, Fashion, Pop Culture and Challenges, Immigration, Phone addiction; Business Communities, Job
Self & Personal Traits; Health, Fitness, Nutrition, Art Poverty, Interviews,
Family Structures; Food pyramid, Diet Homelessness, Access to Medical advances; Access to Future Goals and
Relationships; comparisons between us Education, Healthcare; Benefits and Expectations
Stereotypes. and target culture, Negative Impacts of
Comparison of family Influence of American technology on the individual Developing Biliteracy.
structures between culture on target culture and society. Reading, Writing, Speaking
cultures, and the roots eating habits, about the topics studied in
of stereotypes level 4.

Geography and Travel Review of highlighted topics

for Level 4.
MLV.IP MLV.IP Communication: MLV.IP Communication: MLV.IP Communication: MLV.P Communication: MLV.IP Communication:
Communication: Interpersonal Interpersonal Interpersonal Presentational Interpersonal
Interpersonal d. Exchange ideas using b. Exchange opinions and b. Exchange opinions and a. Prepare oral presentations or a. Participate in conversations
a. Participate in level-appropriate materials preferences about events preferences about events and written compositions using a on a variety of topics and
conversations on a from reading selections, and experiences with career experiences with career goals series of simple sentences on tenses in familiar and in
variety of topics and songs, and videos in the goals and communities, and communities, global topics such as career and unexpected situations at the
tenses in familiar and in target language. global challenges, leisure challenges, leisure media and business, media and technology, Intermediate-Mid to Advanced-
unexpected situations at e. Write short, organized media and technology, technology, medical and dental, geography, map skills, travel, Low level.
the Intermediate-Mid to compositions at the medical and dental, health health and fitness, and travel and transportation, and health and b. Exchange opinions and
Advanced-Low level. Intermediate-High to and fitness, and travel and transportation and survival skills. fitness. preferences about events and
c. Ask and answer Advanced-Low level using transportation and survival c. Ask and answer questions on c. Demonstrate Intermediate- experiences with career goals
questions on information visual and technological skills. information that is familiar and High to Advanced-Low and communities, global
that is familiar and support as appropriate. c. Ask and answer questions unfamiliar to me (career goals proficiency in oral and written challenges, leisure media and
unfamiliar to me (career f. Use the target language to on information that is familiar and communities, global presentation including proper technology, medical and
goals and communities, express needs and desires in and unfamiliar to me (career challenges, leisure media and pronunciation, intonation, and dental, health and fitness, and

global challenges, leisure
media and technology,
medical and dental,
health and fitness, and
travel and transportation
and survival skills)
e. Write short, organized
compositions at the
Intermediate-High to
Advanced-Low level
using visual and
technological support as
appropriate.
MLV.INT
Communication:
Interpretive
a. Understand and
identify the main idea in
short, simple messages,
and presentations on
topics related to everyday
life and personal interests
(Example: information on
ads, announcements,
simple texts, songs,
career preference
survey)
c. Understand and
explain culturally
authentic materials,
products, and information
from the target countries
(Example: Explaining
what is on a receipt or
menu from a target
country)
MLV.P Communication:
Presentational
a. Prepare oral
presentations or written
compositions using a
series of simple
sentences on topics such
as career and business,
media and technology,
geography, map skills,
travel, transportation, and
health and fitness.
b. Prepare and present
short plays, original skits,
familiar and unfamiliar
situations (Example: Ask for
help in the community, ask
for help at the dentist or
doctor’s office, make hotel
and transportation
reservations).
MLV.INT Communication:
Interpretive
b. Understand and analyze
oral and written statements
that I have learned for
specific purposes (career
goals and communities,
global challenges, leisure
media and technology,
medical and dental, health
and fitness, and travel and
transportation and survival
skills)
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
MLV.P Communication:
Presentational
a. Prepare oral presentations
or written compositions using
a series of simple sentences
on topics such as career and
business, media and
technology, geography, map
skills, travel, transportation,
and health and fitness.
c. Demonstrate Intermediate-
High to Advanced-Low
proficiency in oral and written
presentation including proper
pronunciation, intonation, and
writing mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
ENRY LEARNING
PROGRESSIONS
goals and communities,
global challenges, leisure
media and technology,
medical and dental, health
and fitness, and travel and
transportation and survival
skills)
f. Use the target language to
express needs and desires in
familiar and unfamiliar
situations (Example: Ask for
help in the community, ask
for help at the dentist or
doctor’s office, make hotel
and transportation
reservations).
MLV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information
from the target countries
(Example: Explaining what is
on a receipt or menu from a
target country)
d. Demonstrate
comprehension of current
events and postings related
to other school subjects by
restating key information.
e. Analyze and react to
messages in video clips from
the target culture on issues of
interest.
MLV.CU Cultures:
Practices
a. Recognize how viewpoints
of the people of the target
cultures are reflected in their
practices and products, such
as in political systems, art,
architecture, music, and
literature.
c. Identify patterns of
behavior associated with
cultures found in authentic
materials such as videos,
news articles,
advertisements, or websites.
technology, medical and dental,
health and fitness, and travel and
transportation and survival skills)
MLV.INT Communication:
Interpretive
c. Understand and explain
culturally authentic materials,
products, and information from
the target countries (Example:
Explaining what is on a receipt or
menu from a target country)
d. Demonstrate comprehension
of current events and postings
related to other school subjects
by restating key information.
e. Analyze and react to
messages in video clips from the
target culture on issues of
interest.
MLV.CU Cultures: Products
a. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
b. Read, listen to, and or view
authentic materials such as
commercials, video clips of
television programs, poems, or
stories from the culture to
examine and discuss products
from the target culture.
c. Read short stories or view
authentic videos from the target
cultures to identify the author,
musicians, and country of origin
and reflect on the cultural
perspectives.
MLV.CCC Comparisons:
Language
b. Recognize cognates and
idioms and analyze similarities
and differences between the
target language and my own
language.
MLV.CCC Communities:
School and Global
a. Perform in the target language
on topics relevant to the real
writing mechanics. (Example:
agreement, word order, verb
conjugation, punctuation)
MLV.CCC Connections:
Making Connections
a. Relate topics studied in other
subject areas and apply
knowledge to develop critical
thinking skills (Example: Use
knowledge from Health and
Science classes to compare
healthy-eating recommendations
using food pyramids or the
equivalent from other cultures).
b. Expand my understanding of
topics studied in other subject
areas to solve problems
creatively. (Example: Report on
and evaluate the effectiveness of
efforts to care for the
environment in the target
countries)
MLV.CCC Connections:
Diverse Perspectives
b. Identify a current event article
or broadcast in the target
language, understand the impact
of the event on the target culture,
and compare it to the same type
of event in the United States.
c. Access and evaluate diverse
perspectives available through
the language and culture
(Example: Access survey results
about preferences related to
music, leisure activities, movies,
careers of people in countries
where the language is spoken
and compare it to your
community).
MLV.CCC Comparisons:
Language
c. Reflect on the differences and
similarities between the sound
and writing systems of English
and the target language.
d. Recognize the similarities and
differences of English grammar
and the grammar of the target
language (Example: gender,
travel and transportation and
survival skills.
c. Ask and answer questions
on information that is familiar
and unfamiliar to me (career
goals and communities, global
challenges, leisure media and
technology, medical and
dental, health and fitness, and
travel and transportation and
survival skills)
d. Exchange ideas using level-
appropriate materials from
reading selections, songs, and
videos in the target language.
e. Write short, organized
compositions at the
Intermediate-High to
Advanced-Low level using
visual and technological
support as appropriate.
MLV.CCC Communities:
School and Global
b. Use community and internet
resources approved by the
school and teacher to
communicate in the target
language with people beyond
the classroom setting.
(Example: e-mail, video chat,
instant messaging, shared
video clips).
d. Interact and collaborate with
my peers to create products
with a global perspective by
applying concepts learned in
class.
MLV.CCC Communities:
Lifelong Learning
b. Attend or watch videos on
cultural events and social
activities that relate to the
target language and culture.
c. Locate and use resources
on the internet where I can use
the language I am learning
and maintain my
communication skills.
 ENRY LEARNING
PROGRESSIONS

recite selected poems, MLV.CU Cultures: d. Use the language to world for my classroom or my word order, subject pronouns
perform songs, or create Practices investigate the role community. and verb conjugations, object
videos in the target a. Recognize how viewpoints geography has played in the b. Use community and internet pronouns).
language for school of the people of the target development cultural resources approved by the MLV.CCC Comparisons:
related events cultures are reflected in their practices of the target school and teacher to Cultural
(Examples: Curriculum practices and products, such cultures. communicate in the target b. Compare fashion, shopping,
Night, World Language as in political systems, art, MLV.CCC Connections: language with people beyond the health and fitness, medical and
Fair, Students from other architecture, music, and Diverse Perspectives classroom setting. (Example: e- dental experiences in the target
language classes, literature. a. Recognize the similarities mail, video chat, instant cultures to my own.
Students in elementary or b. Participate in real or and differences between messaging, shared video clips).
middle school). simulated cultural events another culture and my own c. Identify professions that
c. Demonstrate such as family activities, by investigating how other require proficiency in the target
Intermediate-High to career events, fashion content areas presented in language and discuss the steps
Advanced-Low shows, and/or holiday the target culture and needed to become a professional
proficiency in oral and celebrations. expanding my knowledge. in that field.
written presentation c. Identify patterns of (Example: Research how d. Interact and collaborate with
including proper behavior associated with major figures in History , my peers to create products with
pronunciation, intonation, cultures found in authentic Science, or Art are viewed in a global perspective by applying
and writing mechanics. materials such as videos, the target countries and use concepts learned in class.
(Example: agreement, news articles, the information to expand MLV.CCC Communities:
word order, verb advertisements, or websites. your knowledge) Lifelong Learning
conjugation, punctuation) b. Identify a current event b. Attend or watch videos on
MLV.CCC article or broadcast in the cultural events and social
Comparisons: target language, understand activities that relate to the target
Language the impact of the event on the language and culture.
a. Recognize similarities target culture, and compare it c. Locate and use resources on
and differences of formal to the same type of event in the internet where I can use the
and informal forms of the United States. language I am learning and
greetings, farewells, and MLV.CCC Comparisons: maintain my communication
expressions of courtesy Language skills.
in the target language b. Recognize cognates and d. Collaborate and create
and compare these to my idioms and analyze products such as skits,
own language. similarities and differences performances, or short films on
MLV.CCC between the target language familiar topics/ or prepare cultural
Comparisons: Cultural and my own language. foods, for enjoyment in the
c. Investigate, analyze, community.
and explain similarities
and differences in
careers and business
communities in the target
cultures and my own.
d. Compare and contrast
future goals and
expectations of students
of my age in the target
cultures to my own future
goals and expectations.
ENRY LEARNING
PROGRESSIONS