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Archived Information

Foreign Language Curriculum Frameworks

Appendix G: Stage 3 Learning Standard
Components and Topics

Stage 3

Sample Expected Outcomes

Students are expected to reach Stage 3 at the end of... grade 10 in a PreK - 10 sequence grade 12 in a 6 - 12 sequence

  • grade 10 in a PreK - 10 sequence
  • grade 12 in a 6 - 12 sequence

Communication Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will ...

  • Perform Stage 1 and Stage 2 Learning Standard Components
  • Suggest possible solutions to a problem
  • Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
  • Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels, etc.
  • Read articles in a magazine, journal, or newspaper and understand main ideas? Read a literary text and understand the theme, characters and setting*
  • Identify the characteristics of four major genres: non-fiction, fiction, drama, and poetry in the target literature*
  • Comprehend narration in present, past, and future*
  • Identify and understand feelings and emotions*
  • Comprehend audio and video texts
  • Understand telephone conversations or written correspondence*
  • Develop and present solutions to problems
  • State and support opinions to convince or persuade a listener or reader
  • Write letters requesting specific information
  • Write e-mail correspondence with peers to compare and contrast interests
  • Write reviews about a story, play, movie or other form of literature*

*applies to classical language learning

Topics

Topics from Stages 1 and 2 and...

history

social issues

cultures future plans
civilizations

government

scientific advances

environmental issues

careers political and social issues
health issues stereotypes
belief systems  

Cultures Strand: Learning Standard Components

Using sentences and strings of sentences, fluid sentence-length and paragraph-length messages, in the target language, with frequency of errors proportionate to the complexity of the communicative task, students will ...

  • Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
  • Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
  • Identify artistic styles in the target culture and discuss the meanings of examples of music, dance, plays, epic poetry and visual arts from various historical periods in the target culture
  • Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre, visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
  • Identify significant political, military, intellectual, and cultural figures and describe how they shaped historical events and/or the target culture's perspectives*
  • Describe the relationship between social establishments such as schools, religions, governments, and the perspectives of the target culture*

*applies to classical language learning

Comparisons Strand: Learning Standard Components

Using sentences and strings of sentences, fluid sentence-length and paragraph-length messages, in the target language, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Respond to, compare and discuss the effects of sound, meter, and rhythm in poetry in the target language and in English*
  • Compare, contrast and analyze articles in newspapers, journals, and TV and radio broadcasts in the target language*
  • Discuss and analyze idiomatic expressions in the target language*
  • Compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and students' own culture(s)*
  • Compare and contrast graphic and statistical information such as population and income of the target culture with similar information about the U.S*
  • Analyze examples of how authors in the target culture view the role of the United States or other countries
  • Compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture* ?

*applies to classical language learning

Connections Strand: Learning Standard Components

Using sentences and strings of sentences, fluid sentence-length and paragraph-length messages, in the target language, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Obtain information and knowledge related to other disciplines from sources in the target language*
    Examples of this include:
    • collaborating by email with students in the target culture to collect data on ecosystems, and using this knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the Science and Technology Framework
    • comparing examples of literary criticism in the target language and English and applying the learning standards of the Literature Strand of the English Language Arts Framework? studying videotapes of contemporary and folk dance choreography from the target culture and analyzing them using the learning standards of the Dance Strand of the Arts Framework and the Personal and Physical Health Strand of the Health Curriculum Framework

*applies to classical language learning

Communities Strand: Learning Standard Components

Using sentences and strings of sentences, fluid sentence-length and paragraph-length messages, in the target language, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Apply knowledge of the target language and culture beyond the classroom setting*
    Examples of this include:
    • interviewing one person about his or her occupation or interests
    • locating community, state, and national organizations that support the study of languages and cultures and report on their programs and events
    • researching and presenting information about a linguistic or cultural group in Massachusetts in the present time

*applies to classical language learning





Last Updated: January 1, 1999
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