Standard 1: The student engages in conversation, expresses feelings and emotions, and exchanges opinions. (FL.A.1.4)
1. interacts in the target language in a number of true-life situations chosen from a variety of contexts (e.g., asking for information).
2. rephrases and uses indirect expressions to communicate message in the target language.
Standard 2: The student understands and interprets written and spoken language on a variety of topics. (FL.A.2.4)
1. obtains and processes information in spoken or written form on topics of academic, cultural, and historical interest, near the level of an educated native speaker of the language.
2. understands the main ideas and significant details of extended discussions, presentations, and
feature programs on radio and television, in movies, and in other forms of media designed for use by native speakers.
3. reads authentic written materials and analyzes them orally or in writing (e.g., describes characters, plot, personal reactions, and feelings).
4. understands various aspects of and relationships between the arts, music, literature, history, politics, or economics as presented through a film or book produced by the target culture.
Standard 3: The student presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (FL.A.3.4)
1. effectively communicates orally in the target language regarding a past, present, or future event.
2. communicates in writing using a variety of vocabulary for past, present, and future events and feelings about those events (e.g., by writing a letter to a native speaker of the target language). |
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Use the “welcome Wagon” theme and give a welcome basket of goods and information (in English and the student’s native language) to students for whom English is a second language. (basket contains map, some supplies, planner, letter and school rules in native language).
- Tutor students in a foreign language.
- Translate museum signs into Spanish and lead tours for children.
- Provide translations of consumer information to people in the community who did not know English. Put info on the Internet as a resource.
- Translate local field guides to parks and recreation into Spanish.
- Organize a cultural fair.
- Help immigrants to get various community services and help with tasks such as getting a phone, bus schedule, or filing immigration papers.
- Help immigrants prepare for the citizenship exam.
- Become a phone pal (language pal) or E-mail Pal to non-English speakers to help them practice their skills.
- Collect oral histories of recent immigrants, and create a book for each immigrant and/or a skit to perform for other classes.
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Standard 1: The student demonstrates an understanding of the relationship between the perspectives and products of culture studied and uses this knowledge to recognize cultural practices. (FL.B.1.4)
1. interacts in a variety of situations that reflect the activities of teenagers in the target culture, using appropriate verbal and nonverbal communication.
2. identifies and discusses various patterns of behavior or interaction and the values and mind sets typical of youth in the target culture.
3. identifies and discusses various aspects of the tar-get culture (e.g., social and political institutions and laws).
4. identifies and discusses artistic expressions and forms of the target culture (e.g., books, periodicals, videos, commercials, music, dance, design, and art).
5. identifies and discusses target-language writers and their works and assesses their influence not only on the products of his or her own culture, but also on other world cultures. |
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Organize a target language author book fair or book club.
- Create a cross age tutoring program in which the high school students travel to and teach elementary students basic conversation in French.
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Standard 1: The student uses the language within and beyond the school setting. (FL.E.1.4)
1. understands that knowing more than one language allows people to function effectively in multilingual communities.
2. knows the benefits that being able to communicate in more than one language can have on one’s career.
Source: taken from California Service Learning Standards |
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Volunteer at local hospital emergency rooms to translate for injured people who may need communication help.
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Create a French cookbook of student recipes (tested in the classroom, of course) to auction at a public event. Proceeds may go to the charity of choice in the community.
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