text: CONTENT STANDARD 1: Communication Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. (Interpersonal) K-2 3-4 5-6 7-8 9-10 11-12 Interpersonal Communication Interpersonal Communication Interpersonal Communication Interpersonal Communication Interpersonal Communication) Interpersonal Communication 1.K-2. Greet and respond to simple 1.3-4. Give simple commands or 1.5-6. Expand conversational 1.7-8. Respond to factual and 1.9-10. Expand on idioms (e.g., "I 1.11-12. Restate facts from an oral greetings and farewells, match instructions to classmates ability based on new interpretive questions know it like the back of my interview. time of day (morning, and teacher, (e.g., stand up, information (e.g., climate, audibly and clearly, varying hand."). 1.11-12. Obtain information on another's afternoon, evening) with sit down, come here, raise seasons, school schedules, pace, tone, and stress to 1.9-10. Defend position on given thoughts and opinions (e.g., pictured activity. your hand please, write your etc.) enhance meaning. social topic. current social, political, or 1.K-2. Perform simple commands, name) 1.5-6. Take part in longer 1.7-8. Orally express own 1.9-10. Preview video without sound environmental issue). (e.g., sit down, stand up, line 1.3-4. Relate favorite pastimes exchanges with others using thoughts, ideas, opinions and write own dialog. 1.11-12. Use transitional words or up, get your pencil, open your (sports and hobbies). more interrogation (e.g., and emotions (e.g., express 1.9-10. Debate the value of specific phrases to sustain conversa books, etc) 1.3-4. Give time framework (hour, What, When, Which, approval, disapproval, cultural traditions. tions (e.g., "vamos a ver," 1.K-2. Identify necessity and need day, month, today, Where, Who, How many, wants, preferences, ask and "pues," "eh bien"). with courtesy phrases, (e.g., yesterday, tomorrow) for How much, How and Why) answer what one likes best, Interpersonal Communication 1.11-12. Sequence items presented bathroom please, pencil when activities are and ask about clubs, sports, give and respond to 1.9-10. Respond to a series of visually. sharpener please, thank you). performed (go to school, go favorite musicians, movies, compliments. instructions that involve 1.K-2. Name the days of the week and to church, sports, camp, etc.) 1.7-8. Describe themselves, a best interrelated tasks (e.g., how to Interpersonal Communication identify them on a calendar. meals). Describe daily 1.5-6. Discuss with a partner or friend, a favorite celebrity, drive a car, change a tire, etc.) 1.K-2. Imitate feelings, match feeling routines. group details of plans and etc. 1.9-10. Participate in an interview 1.11-12. Teach others to accomplish a with picture and ask classmates 1.3-4. Ask and respond in simple people, (e.g., dream home, 1.7-8. Demonstrate an awareness (e.g., with a guest speaker, given task. how they feel, (e.g., I'm happy, conversations to questions ideal vacation, ideal friend, of dialects and regional local celebrity, etc.) 1.11-12. Analyze and critique social and I'm sad, I'm fine, I'm sick). about peers and teachers. etc. variations. 1.9-10. Initiate and maintain political events, music, literary, 1.K-2. Introduce and describe (e.g., How are you? Where 1.5-6. Talk with others about discussions where some or artistic performances, etc. themselves, family members do you live? What time do personal activities (e.g., Interpersonal Communication) responses may be 1.11-12. Debate both sides of an issue and pets, (e.g., me, my sister, you eat lunch? How many school, home, scouts, 1.7-8. Respond with simple, unpredictable (e.g., scenarios). 1.11-12. Discuss information presented my brother, my mother, my …. in your family do you sports, etc.) appropriate social 1.9-10. Express own thoughts and visually. father, my grandfather, my have)? 1.5-6. Acquire goods and services expressions (e.g., idioms opinions on topics of social grandmother and my pets). 1.3-4. Identify and describe through basic such as "I have hunger" vs. and personal interests such as 1.K-2. Respond to simple questions themselves and members of conversational skills (e.g., "I am hungry", "It makes music, literature, the arts, and about themselves and immediate and extended order food in a restaurant, cold" vs. "It is cold out)". the sciences. surroundings (e.g., weather, family, (e.g., I am short, my exchange currency, 1.7-8. Describe a conflict/present 1.9-10. Engage in extended conversa places in city, beach, zoo, etc.). uncle is tall, my aunt is purchase school supplies). a solution. tions on a variety of topics. 1.K-2. Identify dates, (months, days blonde). 1.5-6. Exchange opinions, feelings 1.7-8. Relate the sequence of a 1.9-10. Interpret information and numbers), tell birthdays and 1.3-4. Ask and state location of and emotions (e.g., I'm movie video without the presented visually (through ages. places and things, (e.g., proud, I admire the hero, I sound. art, drama, etc. "Where is the zoo? The zoo hate drugs etc). 1.7-8. Identify customs from 1.9-10. Discuss advantages and is near the park."). 1.5-6. Accept and decline an target cultures that have disadvantages of an idea or 1.3-4. Express likes and dislikes invitation. been assimilated to daily proposed course of action on a variety of topics (e.g., life in the U.S. (e.g., Taco (e.g., the year-round school, animals, sports, foods). Bell, Piñata at parties). raising the age for getting a driver's license to 18). CONTENT STANDARD 2: Communication Students will understand and interpret spoken and written language on a variety of topics. (Interpretive) K-2 3-4 5-6 7-8 9-10 11-12 Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication Interpretive Communication 2.K-2. Recognize classroom objects in 2.3-4. Understand and use 2.5-6. Read aloud authentic 2.7-8. Read and respond creatively 2.9-10. Read and respond creatively to 2.11-12. Read a play and demonstrate oral and written forms (e.g., correctly interaction, materials with correct to texts (designing a poster, texts by scripting a skit. comprehension through clock, door, pencil sharpener.) pronunciation and stress intona-tion, pronunciation making a graph, etc.) 2.9-10. Write an editorial on a current various tasks (e.g., restating 2.K-2. Orally supply missing word(s) (e.g., recites aloud). and stress. 2.7-8. Express viewpoint on issue. storyline, identifying to a song, rhyme, game or story 2.3-4. Decode new vocabulary 2.5-6. Demonstrate understanding authentic magazine or 2.9-10. Characterize the tone, mood, antagonist/ protagonist at correct time (e.g., An apple a using contextual clues and of written or oral text by newspaper article. and/ or point of view of one or describing setting, etc.) day keeps the __________ drawing on words and summarizing or 2.7-8. Summarize or establish the ore speakers. 2.11-12. Read aloud plays and poetry away). phrases from prior studies. paraphrasing (e.g., setting sequence of events in a 2.9-10. Create class web page. with fluency and confident 2.K-2. Draw pictures to demonstrate 2.3-4. Use a simple picture characters plot etc.) familiar recorded new story 2.9-10. Read a story and represent the delivery. comprehension of simple dictionary. 2.5-6. Read simple texts in target (e.g., Tour de France). sequence of events through 2.11-12. Infer a writer's assumptions, stories 2.3-4. Read aloud a familiar language and answer simple 2.7-8. Continue to explore cultural pictures, words, music, or purpose, or point of view in an 2.K-2. Comprehend greetings, passage with correct questions (e.g., weather components of Internet. drama (e.g., comic strip). editorial. farewells and statements of interaction and report, travel poster or 2.9-10. 2.11-12. Analyze the social context of a Identify organizational features feelings. pronunciation (e.g., brochure, T.V. Guide, etc.) Interpretive Communication of texts (e.g., paragraphs, spoken exchange (e.g., a 2.K-2. Listen to, imitate and use language ladder or simple 2.5-6. Use primary bilingual 2.7-8. Read and respond creatively diagrams, titles, headings, table coach's pep talk, a student's gestures in simple songs, rhymes). dictionary, picture to texts by writing a simple of contents, references). conference with a guidance rhymes and stories (whenever 2.3-4. Read short narrative texts (if dictionary or glossary to rhyming poem (e.g., counselor, a conversation at possible they should be possible culturally access information. nonsense rhyming). Interpretive Communication the refund counter of a culturally authentic). authentic) and retell the 2.5-6. Obtain information from 2.7-8. Read and summarize an 2.9-10. Comprehend unfamiliar text department store). 2.K-2. Identify letters, symbols, or main storyline in their own short messages (oral or authentic magazine or using contextual clues (e.g., 2.11-12. Interpret information presented common characters in words. written) (e.g., invitations, newspaper article. including words with more than visually. alphabetic, phonetic or syllabic 2.3-4. Comprehend main idea of directions, announcements, 2.7-8. Watch and answer one meaning). systems. an oral or written appointments). questions on taped sporting 2.9-10. Read a story and represent Interpretive Communication 2.K-2. Identify beginning letters of announcement using 2.5-6. or other social activities. sequence of events through 2.11-12. Read a poem and demonstrate posted classroom words contextual clues. 2.7-8. Establish contact with target pictures, words, music, drama understanding through various 2.K-2. Demonstrate comprehension of 2.3-4. Read and prepare simple language school or person (e.g., comic strip). tasks (e.g., identifying the main idea or principal message activity involving a series of via the Internet. 2.9-10. Use target language to validate theme). in highly illustrated culturally steps (e.g., recipe, science 2.7-8. Read aloud familiar and choice of vocabulary. 2.11-12. Apply skills of critical analysis based texts in which cognates, experiment or Gouin series). unfamiliar texts with 2.9-10. Obtain information through to oral communication. repetition, predictability and fluency and competent email. 2.11-12. Read an authentic historical rhythm are used including delivery. 2.9-10. Use authentic documents to text and relate it to the stories, simple advertisements 2.7-8. Examine and discuss socio compare costs of goods and historical period. and/or other literacy sources. cultural elements services in the home (e.g., 2.K-2. Comprehend the main idea of represented in text (e.g., gasoline, food, shelter, etc.) orally related personal values, attitudes and 2.9-10. Examine and discuss socio anecdotes, songs, rhymes, beliefs). cultural elements represented familiar fairy tales and other 2.7-8. Use a dictionary to validate via the Internet. narratives (familiar and/or choice of language. culturally related) based on well known age appropriate themes. 2.K-2. Distinguish differences between simple binary (polar) opposites (e.g., tall/short, hot/cold, black/white). 2.K-2. Read aloud familiar words demonstrating initial awareness o pronunciation, interaction, and stress 2.K-2. Comprehend simple questions and commands on classroom topics by responding correctly either orally or physically (e.g., Where is the flag? Response could be, "It's over there." or child points to it). 2.K-2. Make connections between illustration and simple written texts (e.g., use picture dictionary, match illustrations with short phrases or sentences). 2.K-2. Find key words in song, rhymes, story or game. CONTENT STANDARD 3: Communication Students will present information, concepts and ideas to listeners or readers on a variety of topics. (Presentational) K-2 3-4 5-6 7-8 9-10 11-12 Presentational Communication Presentational Communication Presentational Communication Presentational Communication Presentational Communication Presentational Communication 3.K-2. Pronounce proper nouns. 3.3-4. Spell common words 3.5-6. Take written dictation on 3.7-8. Fill in authentic forms (e.g., 3.9-10. Extract information from 3.11-12. Identify and understand 3.K-2. Identify and label vocabulary correctly and take written unfamiliar text that is magazine subscriptions, timetables, menus, organizational elements of connected to the lesson dictation. orthographically predictable. invitations). advertisements. writing (e.g., titles, paragraphs, theme. 3.3-4. Create and perform short 3.5-6. Write, review, and edit own 3.7-8. Take notes from recorded 3.9-10. Write an editorial based on bibliography). 3.K-2. Complete simple sentences, skits, puppet shows and role writing with teacher guidance. phone messages. teacher-designed topic. 3.11-12. Write a well-organized phrases and/or short play. 3.5-6. Write a personal letter 3.7-8. Write and act out a 3.9-10. Respond in writing to composition. dialogues to accompany 3.3-4. Produce and use basic print, applying conventions, commercial with a group. personal questions. 3.11-12. Approximate native-like illustrations. capitalization and accurately (e.g., layout, 3.7-8. Write brief paraphrases and 3.9-10. Write and present an original pronunciation, intonation, and 3.K-2. Talk about pictures based on punctuation conventions headings, punctuation). summaries on teacher-given story. inflection. simple stories, rhymes or (e.g., inverted Spanish Address the envelope. topics. 3.11-12. Speak audibly and clearly, songs. question marks, quotation 3.5-6. Create and present short 3.7-8. Narrate/give an oral report Presentational Communication varying pace, tone, and stress to 3.K-2. Predict orally or through marks, lower case for days of skit/play involving more than in present, past and future 3.9-10. Complete authentic forms engage the audience. illustrations events in a story. the week, etc.). two characters. May use times. and documents (e.g., Presentational Communication 3.K-2. Trace, copy words or 3.3-4. Begin to write for different videotape, props, costumes 3.7-8. Represent information passport, driver's license, job 3.11-12. Proofread compositions, characters from various purposes (e.g., post cards, and scenery. visually. application). checking for cohesiveness, flow sources phone messages, informal 3.5-6. Prepare and present brief 3.9-10. Take detailed notes on given of ideas, and clarity of meaning. 3.K-2. Begin to write familiar notes, birthday invitation, reports on thematic topics Presentational Communication topic via video. 3.11-12. Present to class information words, phrases and simple etc.). (e.g., weather report, 3.7-8. Design own form(s) of 3.9-10. Retell events of a video learned from research paper sentences in a meaningful 3.3-4. Write and record a message commercial, etc.) using a announcements. using detailed notes. using technology (e.g., video, context. (e.g., advertisement, weather variety of formats (e.g., 3.7-8. Write simple letters about 3.9-10. Write a well-organized etc.). 3.K-2. Perform short conversation reports, phone messages, brochures, dioramas, puppets, self and school. paragraph. 3.11-12. Engage in exchanges with the (e.g., skits, puppet shows, etc.). travel posters, etc.) 3.7-8. Create original poem and 3.9-10. Proofread and peer-edit audience (e.g., take and answer role play, etc.) 3.3-4. Summarize orally the plot of 3.5-6. Identify orally the setting, illustrate it on a poster. paragraphs. questions). 3.K-2. Use information from a text a folktale (e.g., the main characters and events in 3.7-8. Write a simple narrative or 3.9-10. Adjust spoken presentation 3.11-12. Write about a variety of trips or oral story to draw or label beginning, the middle, and narrative texts (e.g., linear and description on a given topic to suit the audience. related to personal, social, and pictures, diagrams, or charts. the end). circular story mapping). (e.g., an account of an 3.9-10. Write a business letter. school needs, using appropriate 3.K-2. Contribute to teacher 3.3-4. Use a picture dictionary or 3.5-6. Create written journals in event, a problem, etc.). specialized vocabulary. directed shared writing other sources to create an response to teacher prompt 3.11-12. Give a formal, well-organized, activities (e.g., Gouin series, alphabet based on a theme and sustained oral presentation. story mapping, "word snake" (e.g., food alphabet, animal and concrete poetry). alphabet, cultural alphabet, etc.). 3.3-4. Fill in text based on words from known song or story. (written or orally – "The farmer in the _________". 3.3-4. Write simple descriptive sentences, given two choices (e.g., John is tall, short). CONTENT STANDARD 4: Cultures Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. K-2 3-4 5-6 7-8 9-10 11-12 Practices of Culture Practices of Culture Practices of Culture Practices of Culture Practices of Culture Practices of Culture 4.K-2. Respond to cultural 4.3-4. Use cultural expressions 4.5-6. Identify roles and 4.7-8. Identify subculture(s) 4.9-10. Recognize and discuss 4.11-12. Recognize and readjust behavior expressions and gestures for (using formal and informal responsibilities of men, within the target culture(s) cultural differences in in response to nonverbal cues. greetings and farewells in modes of discourse) and women and children in the (e.g., differences in educational requirements, 4.11-12. Respond to and use humor appropriate social situations. appropriate body language of target culture(s). "Spanish" cultures among grades, and attitudes in the appropriately. (e.g., bowing, shaking hands, greetings, farewells and 4.5-6. Explain attitudes toward Spain, Mexico, Puerto Rico, target culture(s) and the U.S. 4.11-12. Interpret and explain a political Mr., Mrs., Miss). introductions in a variety of concept of time in the target etc.). 4.9-10. Discuss how the roles of men cartoon, situation comedy or 4.K-2. Introduce self, family and/or situations. culture(s) (e.g., Spanish siesta, 4.7-8. Use appropriate etiquette in and women and their joke in the target culture. teacher and respond to 4.3-4. Demonstrate understanding Swiss punctuality, etc.). initiating and responding to occupations are changing. 4.11-12. Identify cultural factors that introductions. that families meet basic 4.5-6. Identify and name selected telephone communication. 4.9-10. Describe attitudes toward affect meaning. 4.K-2. Initiate and respond to needs in a variety of ways occupations that are specific to 4.7-8. Identify the status of money in the target culture(s). routine courtesy exchanges (e.g., how climate effects target culture(s) (e.g., matador, various occupations in 4.9-10. Identify practices and beliefs Products of Culture (e.g., excuse me, thank you, type of dwelling, food, chocolate maker, shaman, etc.) target cultures(s) (e.g., with regard to body hygiene. 4.11-12. Analyze the literature and arts please) and make polite mealtime, etc.) 4.5-6. Role play patterns of behavior status of teachers in Japan that depict cultural products, requests. 4.3-4. Make request in a variety of and interactions of everyday and Germany, status of Products of Culture practices and perspectives. 4.K-2. Respond physically and/or social situations (e.g., asking settings in the target culture(s) nurses, engineers, etc. in 4.9-10. Research a cultural region of 4.11-12. Study and explain the role of orally to demonstrate respect a peer for a snack at a (e.g., French practice of western cultures). the target culture(s). different social, political, and and/or courtesy (e.g., in celebration, asking closing doors in house; 4.7-8. Demonstrate understanding 4.9-10. Compare the contributions in economic institutions of the South America the principal permission of an adult, etc.) standing up for school of purchasing power of the sports between the target target culture. walks in room and students 4.3-4. Identify chores of each principals/teachers when they currency of the target culture(s) and the U.S. 4.11-12. Study and analyze the cultural stand up; in Germany, member of the family in the enter classroom, etc. culture. 4.9-10. Identify the architectural and perspectives and practices in the students rap on desks to target culture. 4.5-6. Describe staples and dishes 4.7-8. Identify and describe city planning contributions films of the target culture. express approval). 4.3-4. Plan for and participate in a unique to target culture(s) and various values reflected in that the target culture(s) 4.11-12. Gather information about sub- 4.K-2. Listen and share in cultural activity (e.g., indicate order in which these food, clothing, and shelter make(s) to American society cultural perspectives through reading/reciting authentic holidays, birthday, are served (e.g., soup at end of in the target culture(s) e.g. and the world. reading subculture texts and fairytales, folktales, nursery graduation) using customs of Chinese course, salad and kosher taboos, French 4.9-10. Identify and analyze the role analyzing their art. rhymes, etc. Identify and target culture(s). (e.g., cheese at end of meal in herbal teas, extended family of television in shaping 4.11-12. Analyze and discuss the imitate characters. decoration, ceremony, eating France). Accept/ refuse living quarters. attitudes and values in the challenges that the target 4.K-2. Participate in cultural habits, etc. appropriately offers of food. target culture(s). culture's economy faces. activities and traditions (e.g., 4.3-4. Identify and name selected 4.5-6. Demonstrate a basic Products of Culture 4.9-10. Describe how people in the holidays, birthday, Saint's commercial establishments in knowledge of the history and 4.7-8. Recognize the regions of target culture(s) interact with Practices of Culture day, celebrations). the target culture(s) (e.g., geography at the the target culture(s). their physical and social 4.11-12. Self-monitor and self-evaluate 4.K-2. Name and experience foods role play shopping). people/countries of the target 4.7-8. Identify the sports activities environment (e.g., living language use according to and eating customs of the 4.3-4. Recognize and write culture(s). in the target culture(s). space, commercial and audience. target culture (e.g., typical numbers according to 4.5-6. Use appropriate etiquette in 4.7-8. Describe styles of business space, parks and 4.11-12. Rephrase or reword an utterance foods, table manners, cultural custom (e.g., one: 1, initiating and responding to architecture used to design recreational space, open air when it results in cultural chopsticks, samovar tea seven 7). When appropriate, telephone conversations, e- monuments. markets, plazas, walled misunderstanding. ceremony etc.) count on fingers the way of mail and other types of 4.7-8. Identify and categorize houses and cities, modes of 4.11-12. Use elements of humor, irony 4.K-2. Participate in the creation of target culture (e.g., starting communication. television programs transportation). and satire of the target language a group story on a cultural with thumb, little finger, etc.) 4.5-6. Role play shopping practices available in the target 4.9-10. Compare how artists use in written and oral presentations. theme 4.3-4. Demonstrate the use of in target cultures (e.g., culture(s). universal themes in the U.S. 4.11-12. Interpret meaning through 4.K-2. Describe selected ingredients symbols and signs as a way bargaining in marketplace, 4.7-8. Identify how people in the and in the target culture(s) knowledge of cultural factors i l f th t t lt f i ti i th b t i i A l ( )i in meals of the target culture. of communication in the bartering in Amazon target culture(s) interact (e.g., love, grief, friendship, that effect meaning (e.g., word 4.K-2. Match animals with sounds target culture(s) (e.g., rainforest, etc.) with their environment beauty). choice, intonation, setting, etc.) perceived by target culture directions, warnings, street 4.5-6. Identify how people in the (e.g., living space, modes of 4.9-10. Compare form(s) of 4.11-12. Decide when use of slang is (e.g., rooster said "Cocorico" sign, etc.) target culture(s) interact with transportation, recreational government in the roles of the appropriate. in France, "Quiquiriqui" in 4.3-4. Describe tangible products of their environment (e.g., living space). major political leaders in the 4.11-12. Determine appropriate topics for Spain, "Cucuricul" in everyday living, such as space according to available 4.7-8. Identify and name forms of target culture(s) with those of interaction/social conversation. Sweden housing, food and dress, materials, modes of government and major the U.S. (e.g., hacienda, villas, sushi, transportation – metro, political leaders in the target 4.9-10. Identify emigration and Products of Culture 4.K-2. Products of Culture fondue, toga, lederhosen). chivitas,, recreational space, culture(s) (e.g., monarchy, immigration patterns to and 4.11-12. Identify and describe how artists 4.K-2. Listen and respond to stories, 4.3-4. Name and identify capitals etc.) social democracy, from target culture country. and writers have influenced the songs, and rhymes of the and major topographical 4.5-6. Interpret military/train station dictatorships). history of the target culture (J.J. target culture(s). features of countries from time (hours only) e.g., The Practices of Culture Rousseau, Voltaire, Picasso, 4.K-2. Participate in children's target culture(s) on maps train leaves at 22:00 – 10:00 Practices of Culture 4.9-10. Identify the perspectives and Delacroix, Goya, Rockwell). games representative of the written in target language pm). 4.7-8. Identify and describe practices in regard to what 4.11-12. Read with understanding written target culture(s). (e.g., on map of Chile elements of subculture(s) causes and/or cures illness or materials in target language(s) 4.K-2. Identify and color flags and a divided in half as in Chilean Products of Culture within the target culture(s) death. (e.g., current periodicals) about few landmarks of the target classroom, identify Santiago, 4.5-6. Identify ways of life, family (e.g., music genre, poems, 4.9-10. Demonstrate an social, political and economic is- culture(s). Anders, Alacama desert, structures and pastimes from dress, and folktales). understanding of ways to give sues pertinent to the target 4.K-2. Identify artwork (visual and Antarctica and Pacific written, oral, and visual texts 4.7-8. Use appropriate etiquette in and receive compliments, culture. performing arts) as a Ocean). (e.g., video clips from a public places show gratitude, apologize, 4.11-12. Create a video/film that reflects reflection of the target 4.3-4. Read, listen to, observe, and Mexican or Puerto Rican 4.7-8. Describe attitudes of express anger, impatience, in the cultural practices and/or culture(s). perform expressions of the quinceañera celebration). general population toward target culture. perspectives of the target culture. 4.K-2. Dramatize simplified target culture(s) (e.g., 4.5-6. Identify and discuss significant police, fire and other public 4.9-10. Exchange opinions with 4.11-12. Suggest possible solutions to the authentic folktales from the children's literature, music, individuals/heroes and events service institutions (e.g., classmates on social issues economic and environmental target culture(s). art, dance, etc.) in the target culture(s). (e.g., public vs. private). from the target culture. challenges faced by the target 4.K-2. Create a calendar with Rigoberta Menchu from 4.7-8. Name technology present in 4.9-10. Recognize elements of culture(s). cultural holidays. Guatemala, four historical daily lives in target humor, irony, and satire in the 4.11-12. Describe the challenges that 4.K-2. Celebrate selected target events in Spain the year of culture(s) (e.g., MINITEL, target language and culture. religion and religious institutions culture national holiday with 1492). TV, radio, banks and 4.9-10. Recognize use of slang, currently face in the target games, dances, songs, food, 4.5-6. Recognize age appropriate exchanges). dialectics, and regionalisms culture. etc fantasy heroes/heroines from 4.7-8. Compare shopping practices in conversations. 4.K-2. Identify utilitarian and/or the target culture(s) (e.g., in the target culture(s) (e.g., 4.9-10. Interpret and respond esthetic objects of the target Astérix, Mafaldo, Zorro, etc.) bartering, bargaining, a set appropriately t nonverbal culture(s) (e.g., chopsticks, 4.5-6. Recognize and/or taste/make price). cues and body language. Russian dolls, boleadoras). foods and crafts from target 4.7-8. Identify culturally 4.9-10. Determine the appropriate 4.K-2. Name and explain the culture(s) (e.g., crêpes, job de appropriate wording in distance to maintain while significance of some national Dies, origami). formal correspondence. talking to someone, and/or festivals from the 4.5-6. Identify and participate in 4.7-8. Exchange opinions with pen depending on the situation. culture(s) (e.g., flags, sports activities and/or recess pals from the target currency, commercial games typical of the target culture(s) on social issues Products of Culture products, signs). culture(s) (e.g., "chueca", the (e.g., dating practices, 4.9-10. Study and experience the 4.K-2. Access target culture(s) sport of the Mapuches, current fashions, movies, literature and arts that depict cookbooks to make "pomme, pêche, poire" from pastimes). target cultural products, traditional holidays foods. France, "Doña Ana" from 4.7-8. Identify sociocultural practices, and perspectives. Puerto Rico. elements represented in 4.9-10. Study and analyze the forms 4.5-6. Identify architectural and/or texts (e.g., idioms, proverbs, of government and political engineering accomplishments humor, etc.) leaders in the target of the target culture(s) (e.g.,, culture(s). Eiffel Tower, Chichén Itzá, Products of Culture 4.9-10. Research the role of film Inca highway, The Great Wall 4.7-8. Prepare a timeline to (movie) in the target culture. of China, etc.) compare important events 4.9-10. Identify and recreate products 4.5-6. Describe cultural within a limited period of and practices that represent achievements and/or symbols time in US history and the subculture(s) of the target of the target culture(s) (e.g., target culture's history. culture (e.g., Creole food, Mona Lisa, Statutes of Simon 4.7-8. Describe the regions of the Algerian clothing, reggae Bolivar, Fados of Portugal, target culture(s). music). castles, cathedrals, pyramids 4.7-8. Compare and contrast the 4.9-10. Identify the economic and fountains). role of television in the situation of the target culture target culture(s) and the US. country and its position in the global economy. 4.9-10. Explore the role religion and religious institutions play in the target culture. CONTENT STANDARD 5: Connections Students will reinforce and expand their knowledge of other areas of study through the world language. (Interdisciplinary) K-2 3-4 5-6 7-8 9-10 11-12 Connecting wth Other Disciplines Connecting wth Other Disciplines Connecting wth Other Disciplines Connecting with Other Disciplines Connecting with Other Disciplines Connecting with Other Disciplines 5.K-2. On a primary map or globe, 5.3-4. Count to 100 by 1's, 5's, 5.5-6. Count and use numbers between 5.7-8. Tell time according to the 5.9-10. Demonstrate ability to use 5.11-12. Use authentic documents to point to country/region where and 10's. 0 and 1000 to do the four 24-hour clock. large numbers in real life compare costs of goods and the target language is spoken. 5.3-4. Count foreign currency and operations (add, subtract, 5.7-8. Explore health, nutrition, situations (e.g., buying a car, services, wages/salaries, etc., 5.K-2. Identify eight colors using make simple (rounded off) multiply and divide). and physical fitness issues taking a trip, renting a house). in the home and target clothing of children and conversions (e.g., 3 to 1 5.5-6. Complete simple operations of adolescents in the target 5.9-10. Examine and describe unusual culture(s). pictures. conversion). with fractions – half, quarter, culture. weather patterns (e.g., el Niño, 5.11-12. Use a map to retrace the 5.K-2. Classify selected objects by 5.3-4. Tell time orally (hour and third, eighth (e.g.,¼ * ¼ = ½). 5.7-8. Use metric system to le Mistral). military campaigns/journeys 5.5-6. Tell time orally and in writing color, size and shape (e.g., half hour). describe personal 5.9-10. Examine 20th century of famous (hour, half hour, quarter hour, small, red, triangle, etc.). 5.3-4. Use a thermometer to attributes/abilities (e.g., developments in the areas of historical/regentary figures minutes and military time). 5.K-2. Match animals with their food, determine C° or F° scale (up height, weight, athletic arts, music, and literature in (e.g., Charlemagne, 5.5-6. Count with ordinal numbers up homes, body parts, etc. (e.g., to 100° F). to the "tenth one" using items record, etc.). the target culture(s). Columbus, Napoleon, horse eats grass, bird lives in 5.3-4. Use a centimeter ruler to from another domain (e.g., the 5.9-10. Examine how target culture Aeneas, Odysseus, etc.). next, elephant has trunk, etc.) measure classroom objects fifth musician is Brahms, the Connecting with Other Disciplines immigrants to the U.S. 5.11-12. Give examples of social, 5.K-2. Identify unique characteristics and/or children in class. second musician is Beethoven). 5.7-8. Use numbers to 1 million preserve their cultural political and economic of self and others, such as Explore some other 5.5-6. Convert foreign currency of 5.7-8. Observe and record traditions. interdependence of the home name, age, address and measuring instruments (e.g., target countries, checking for weather forecasts. and target culture(s). telephone number. weigh children in kilos, accuracy with a calculator. 5.7-8. Connect professions with Connecting with Other Disciplines 5.K-2. Count 0 – 31, match and measure volume, etc.) 5.5-6. Perform geometric functions in their qualifications (e.g., 5.9-10. Use authentic documents to Connecting with Other Disciplines identify numbers on timeline 5.3-4. Classify foods according to the target language (e.g., area, apprenticeships, higher compare costs of goods and 5.11-12. Compare/Classify and calendar. colors, shapes and food volume, etc.) and measure the education, degrees, skills services, wages/salaries, etc., distance between objects (e.g., information using technical 5.K-2. Calculate/solve simple math groups (e.g., the orange is and interests, etc.). in the home and target vocabulary (e.g., take an problems using numbers 1 – 10. orange, round, fruit). in the solar system, between 5.7-8. Identify how music, art, culture(s). famous monuments, etc.) advanced math class or a 5.K-2. Name seven days of week in 5.3-4. Create an original work of and literature reflect the 5.9-10. Use a map to retrace the history course in the target culturally correct order. Name 5.5-6. Convert or authentic recipe target culture. military campaigns/journeys art using shapes, sizes, and from metric measurement to language). 12 months of the year in order.. colors. Then, describe it in of famous historical/regentary 5.11-12. Write a persuasive essay standard and then make recipe 5.K-2. Identify the four seasons, the target language to figures (e.g., Charlemagne, about a controversial issue. for class. relating weather expressions to others. (e.g., The pine tree is 5.5-6. Create a classroom model, label Columbus, Napoleon, Aeneas, 5.11-12. Discuss topics from other each one. Make connections a triangle. It is green.) it and describe with simple Odysseus, etc.). school subjects in the target between months, seasons and 5.3-4. Recognize and describe target language (e.g., solar 5.9-10. Give examples of social, language, including political holidays. geographic features of the system, a Roman villa, an political and economic and historical concepts, 5.K-2. View authentic artifacts, works target country(s) (e.g., outdoor market, an architectural interdependence of the home worldwide health issues, and of art and illustrations in capital, big cities, rivers, landmark, etc.) and target culture(s). environmental concerns. children's literature drawn from mountains, oceans). Point 5.5-6. Observe and record weather 5.11-12. Use target language including the target culture and will use out relative locations (e.g., forecasts using authentic appropriate figures of speech adjectives to describe what they the ocean is west of the newspapers and/or video and literary devices to see. (e.g., Teacher asks "What capital, the equator is north, weather reports. analyze literature and explore color is the llama?" _____ etc.) 5.5-6. Label and/or create several types of maps of target universal themes (e.g., death, "brown". "Is the flower pretty 5.3-4. Recognize some famous love, war, etc.). or ugly? _____"pretty".) figures whose native countries (e.g., political, topographical, linguistic, 5.11-12. Explore and analyze how 5.K-2. Identify geometric shapes in language is the target people in the target culture(s) works of art and illustrations products, natural resources, language. Make a collage to ethnic groups etc ) solve societal issues (e g from authentic children's include picture of person, ethnic groups, etc.) solve societal issues (e.g., literature (e.g., square, triangle, origin, occupation and/or 5.5-6. Recognize contemporary music terrorism, welfare, circle, etc.). reason for being a celebrity. of the target language (e.g., unemploy-ment, and health 5.K-2. Match puzzle-type shapes and 5.3-4. Explore and describe simple Selena, Inti Illimani, Céline care). places of five or six regions or patterns found in music, Dion, etc.) countries of target culture(s) on nature, art and literature. 5.5-6. Recognize characteristics/ style primary map of the world. 5.3-4. Answer questions orally of three to five famous artists/musicians and draw or 5.K-2. Sing and dance to children's regarding concepts covered paint a picture or make music from target culture(s). in content related or content music/rhythm in this style (e.g., 5.K-2. Play authentic instruments of based units. (e.g., the sloth French Impressionists, Mexican target culture(s) to explore lives in the canopy of the Muralists, etc.) music and rhythms. rainforest. Castles 5.5-6. Use simple social studies 5.K-2. Dress in authentic or imitation change(d) from fortresses to vocabulary to identify historical clothing of target culture(s) in luxurious homes. concepts and events and/or either fashion show, folkloric 5.3-4. Complete simple writing make a time line (e.g., Rise and dance representation or exercises in target language Fall of the Roman Empire, dramatic program. that cover main ideas of Slavery and the Underground 5.K-2. Follow simple directions concepts covered in content Railroad in the Caribbean through total physical response related or content- based Island, etc.) for activities typical of a units. (e.g., The quetzal is a 5.5-6. Recognize the style of an author physical education class (e.g., bird. "Hola" and "ola" are or poet from the target jump, run in place, crab walk, homophones (homo(oros). culture(s) and retell story/poem etc.) in own words with proper 5.K-2. Respond to folktales, fables and sequence, typing to imitate style/rhythm. legends known to children of 5.5-6. Design an imaginary trip to a target culture(s). target country (maybe planned 5.K-2. Identify select list of flowers, as a group). Include passports, fruits and/or vegetables from suitcase with clothes and target culture(s). camera, money, tickets, etc. 5.K-2. Use five senses to observe Itinerary may include meeting a environment (native and/or famous person, seeing the sites, school setting) and will acquire sample products of the country, simple vocabulary to describe etc. what they are seeing, hearing, 5.5-6. Participate in cultural market as smelling, tasting and touching. buyer and seller of typical goods. (e.g., I need 2 kg. of rice. How much does it cost?) CONTENT STANDARD 6: Connections Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. (Intradisciplinary) K-2 3-4 5-6 7-8 9-10 11-12 Accessing Information in the Target Accessing Information in the Target Accessing Information in the Target Accessing Information in the Accessing Information in the Target Accessing Information in the Target Language Language Language Target Language Language Language 6.K-2. Through cassettes, videos, 6.3-4. Use "Key pals" from target culture(s) 6.5-6. Use target language sales 6.7-8. Read a TV schedule train, 6.9-10. Research, record, and report 6.11-12. Read literary texts and relate CDs, etc. listen to authentic to exchange holiday information notices to make purchases train, and bus schedule scores of an athletic event. them to the historical period music, folktales, fables and 6.3-4. Research and make a typical craft of within a specific budget. from the target culture 6.9-10. Use the Internet to record a log about which or in which legends known to children the native culture(s) (e.g., Mardi Gras 6.5-6. Review typical current TV 6.7-8. Identify jobs from of weather conditions in the they were written. of target culture. or African Mask, origami, piñata, commercial clips and create a American classified ads target country. 6.11-12. Research, discuss, and 6.K-2. Retell a modified version of etc.) simplified advertisement for a that require the target 6.9-10. Use the Internet to find debate a controversial an authentic story (fable, 6.3-4. Research and create a menu of one product from the target language. employment opportunities in the ecological issue. meal (either breakfast, lunch, dinner legend and/or folktale) culture. 6.7-8. Use popular magazines target culture. 6.11-12. Locate information or assorted desserts) typical of the using multimedia sources. 6.5-6. Listen to recordings of from the target culture to 6.9-10. Read, listen to and view works appropriate to assignment in target culture(s). 6.K-2. Watch videos of dances, 6.3-4. Explore everyday events (e.g., school, contemporary music from identify and describe of literature and arts that text or other reference children's folkloric fashion sports, shopping) which occur in the target language musicians and social conventions about describe contemporary life in the material. shows and/or celebrations target country(s) using multiple identify three different styles adolescents. target culture. in the target culture in sources. and/or musicians. 6.7-8. Use TV shows, videos, Accessing Information in the Target preparation for their own 6.3-4. Conduct and interview with an 6.5-6. Complete authentic travel etc. to explore aesthetic Accessing Information in the Target Language celebration. immigrant or exchange student from document forms (e.g., pass- concepts of the target Language 6.11-12. Participate in a debate in 6.K-2. Receive and share informa the target culture(s). port, visa, customs form, etc. culture. 6.9-10. Access and organize information which a current event/issue tion about the members of 6.3-4. Research and create a display 6.5-6. Use maps, charts, and globes through authentic language text is discussed from the local families from the (showcase or bulletin board) of in target language to identify Accessing Information in the and media to contribute to a figures (e.g., people in native perspective of people in the target culture(s) (e.g., native weather/climate, patterns, Target Language topic being discussed in a costume, musical instruments, crafts, target and home cultures. speakers in traditional natural resources, native 6.7-8. Plan a daily schedule different class toys, children's literature, etc.) May 6.11-12. Communicate (via letters, e- costumes present with products, modes of based on a weather 6.9-10. Research current weather use pictures and text from computer mail, etc.) with peers in the realia). transportation, etc. forecast. conditions in target language technology, library and/or realia from target country and exchange 6.K-2. Examine native crafts and 6.5-6. Read and interpret authentic, 6.7-8. Use the Internet t access countries via Internet home or teachers). information/ideas, opinions either make a few fairly current schedules (e.g., current events from the 6.9-10. Observe and record information 6.3-4. Research and retell a folktale using a relating to common societal simplified versions or TV music, train, plane, bus, target culture. about societal issues in the target multimedia approach. issues. prepare poster with pictures etc 6.7-8. Complete an authentic culture through a variety of 6.3-4. Using Internet, newspaper, or other of crafts, using information sources, record and graph in target 6.5-6. Use the Internet to access job application from the authentic texts and media. accessed through language, the weather in capital city current events in target target culture. technology and/or library. or other town of target country for 1 language from Target week. culture(s). CONTENT STANDARD 7: Comparison Among Languages Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. K-2 3-4 5-6 7-8 9-10 11-12 Language Comparisons Language Comparisons Language Comparisons Language Comparisons Language Comparisons Language Comparisons 7.K-2. Compare names in English with 7.3-4. Recognize sounds and short 7.5-6. Cite and use examples of 7.7-8. Cite and use borrowed 7.9-10. Compare grammatical 7.11-12. Use idiomatic expressions closest equivalent in target words from target language words and roots borrowed words from other languages structures between the native appropriate to a given language. that do not exist in English from the target language and hypothesize why and the target language (e.g., situation in the target 7.K-2. Address the World language (e.g., students hear "llama" used in English and English languages in general need to word order, verb tenses, noun language. teacher appropriately in the pronounced in English and words that are currently borrow words. cases, number, etc.). 7.11-12. Select, use, and compare target language using courteous Spanish and they distinguish used in the target language. 7.7-8. Collect and list examples 7.9-10. Demonstrate differences in appropriate terms f address language and body language, which is L1 and which is Illustrate some of these showing differences in the writing systems. between the target and native followed by addressing the L2.) words, (e.g., rodeo, grammar structure of the languages. classroom teacher appropriately 7.3-4. Recognize simple cognates. kindergarten, etc.) two languages (e.g., word 7.9-10. Identify idiomatic expressions 7.11-12. Identify and compare appropriate to a given situation and courteously in English. Identify through listening 7.5-6. Compare nuances of order, gender, agreement, telephone etiquette for in the target language. 7.K-2. Identify and use (in greetings) and reading which words meanings and pronunciation tense, etc.) different purposes in both titles for school personnel (e.g., from a list are cognates. of cognates. Discuss false 7.7-8. Identify the use different 7.9-10. Recognize noun and verb forms target language and native Mr., Mrs., Miss for principal, 7.3-4. Identify simple indicators of cognates and draw two titles of address used in the and how they function in the language (e.g., business, librarian, etc. gender and number in target different meanings (e.g., target country and the U.S. target language in relation to school, social, etc.). 7.K-2. Answer the phone using language that is different "trampa" in Spanish and 7.7-8. Initiate telephone comparable elements in 7.11-12. Use appropriate words in a appropriate expression in the from English (e.g., in "tramp" in English). conversation and compare English. given situation to illustrate target language (e.g., "Wer" in Spanish, usually male 7.5-6. Compare concept of gender differences in telephone 7.9-10. Recognize that vocabulary cultural differences. Chinese, "Mashi – Moshi" in people and animals end in in English and target etiquette in the target and conveys different meanings in 7.11-12. Compare and contrast Japanese, "Allô" in French, "o", and female people and language (e.g., "lion and their own cultures. (e.g., various contexts within rhetorical and oratorical etc.) animals end in "a". lioness" versus "le lion et la state one's identity, ask to different cultures. techniques used in different 7.K-2. Recognize the writing system 7.3-4. Compare word order in lionne." speak to someone, ask when 7.9-10. Recognize the existence of languages. (alphabet and numbers) of the simple phrase or expression 7.5-6. Compare and contrast someone will return, state language varieties within 7.11-12. Examine various genres of target language (e.g., kanji in (e.g., red car, car red, differences and similarities that they will call again, cultures through dialect literature and oral Japanese, Chinese characters, beautiful Mexico, "Mexico in the pronunciation conclude a call). comparisons. communication to Cyrillic alphabet, some lindo" systems. Give examples hypothesize the world views differences in European 7.3-4. Compare suffixes that that are more complicated Language Comparisons Language Comparisons of different cultures. languages, such as cross F's, denote simple concepts such than in earlier years. (e.g., 7.7-8. Demonstrate how idiomatic 7.9-10. Identify idiomatic expressions accents, etc.) as size, affection, beauty, "esdrujulas" in Spanish, expressions reflect culture. appropriate to a given situation Language Comparisons 7.K-2. Recognize some differences in etc.(e.g., "into" and "on" diphthongs and triphthongs 7.7-8. Generate idiomatic in the target language. the sound systems of the Spanish; "chen" in German, expressions in both the 7.11-12. Identify and understand a in many languages). 7.9-10. Select and use appropriate title range of linguistic and English language and target etc. 7.5-6. Discuss how idiomatic native language and the of address in the target structural features in language (e.g., "n" in Spanish, 7.3-4. Recognize differences in expressions work in general target language and discuss language in a given situation. different text types. "zh" in Chinese, "eu" in writing systems (e.g., print, and practice in a meaningful how idiomatic expressions 7.9-10. Identify and compare French). symbols, syllabic, alphabets, way. Incorporate into oral work in general. differences in telephone 7.11-12. Use and explain idiomatic 7.K-2. Recognize roots in two characters, orientation of 7.7-8. Recognize that vocabulary etiquette in the target and expressions appropriate to a and written communication. languages and compare written language, and conveys different meanings native languages. given situation in the target 7.5-6. Identify language cognates. punctuation conventions in various contexts. 7.9-10. List and compare language. characteristics which may 7.K-2. Recognize that languages are (e.g., read right to left in or may not be present in corresponding words with their 7.11-12. Explain how various inter-related and belong to Hebrew, use upside down English (e.g., formalities, social meanings in their languages are interrelated in language family(s), (e.g., Count exclamation points in levels of politeness, formal particular cultures. terms of word origin and text to ten in two or three related Spanish, etc.) and informal language, structures. languages and compare). 7.3-4. Recognize that letters/ different registers of 7.11-12. Demonstrate language 7.K-2. Practice writing simple words characters can represent language, etc.) varieties within cultures in target language (e.g., names, different sounds in target 7.5-6. Illustrate proverbs and through comparison of label for classroom objects, language and in English compare with equivalent regional and/or social animals to label drawings, etc. (e.g., Vowels, Key translation in English (e.g., dialects. 7.K-2. Respond to alphabet cards in consonants, etc.). Read "It's raining cats and dogs" L1 and L2 identifying which aloud simple monosyllabic with Spanish version, "Está are from L1 and which are from and bi-syllabic words lloviendo a chuzo/a L2. Respond similarly to eight demonstrating capacity to cántaros". (It's raining or ten flash cards from theme closely reproduce sounds spears/jarfuls). (e.g., animals, classroom and comprehension of 7.5-6. Give examples of words objects) that portray both which letters/ characters borrowed from one picture and word in L1 and represent those specific language and used in duplicate picture with word in sounds. another and develop an L2. understanding of the process of borrowing. CONTENT STANDARD 8: Comparison Among Cultures Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. K-2 3-4 5-6 7-8 9-10 11-12 Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons Cultural Comparisons 8.K-2. Imitate common gestures of 8.3-4. Recognize selected food from 8.5-6. List, identify and describe 8.7-8. Describe appropriate 8.9-10. Compare and contrast seasons 8.11-12. Compare nuances meanings of the target culture(s) (e.g., target culture(s) related to with simple adjectives ten clothing and celebration and weather conditions of the words, idioms, and vocal bowing, hand-shaking, holidays and seasons of the daily activities in the native activities for different target countries. inflections in the target kissing on cheeks, year and compare with food and target cultures (e.g., In the holidays/ceremonies (e.g., 8.9-10. Compare and contrast the language and their own. embracing, etc.) Imitate served in US at similar US the boy/girl wakes up at gifts, etc.) concept of "snacks" in the two 8.11-12. Identify and explain the greeting and farewell occasions (e.g., trick or treat 7:00 a.m. in ___________ 8.7-8. Choose a profession and cultures. relationship between weather behaviors appropriate to candy for Halloween as (country) the boy/ girl wakes tell about the career in 8.9-10. Discuss the similarities and and cultural target culture(s). compared to sugar skills, up at ______a.m., etc. both cultures. differences between one's own activities/practices in different 8.K-2. Recognize the similarities "calaveras de azúcar" for The 8.5-6. Compare and contrast the role culture and the target culture as countries. and differences in the Day of the Dead in Mexico). of selected family members in Cultural Comparisons represented in the media and/or 8.11-12. Compare and contrast a typical representa-tion of animal 8.3-4. Compare songs and both cultures (e.g., the 8.7-8. Describe a leisure activity literature. "lunch" at home and in the sounds in the two instruments used during grandmother in USA often in both native and target target culture. languages/cultures (e.g., holiday celebrations in target lives far away/the culture using the target Cultural Comparisons 8.11-12. Compare and contrast tangible rooster is perceived as culture(s) and in US (e.g., at grandmother in __________ culture. 8.9-10. Compare nuances meanings of products of the target cultures making different sounds – in Christmas time, people go lives with the family). Present 8.7-8. Describe an article or words, idioms, and vocal and their own (e.g., dress, English "cock-a-doodle caroling "Parranda" in Puerto to class in target language outfit in modern or inflections in the target toys, sports, equipment, etc.). doo", in French "cocorico," Rico using "maracas", "guiro", with pictures. traditional dress using the language and their own. 8.11-12. Compare and contrast career in Spanish "Quiquiriqui.") "cuatro" and guitar singing 8.5-6. Company and contrast school target language. 8.9-10. Identify and explain the choices and social roles in the 8.K-2. Recognize the similarities "aguinaldos" such as "Los and family life in the target 8.7-8. Describe a particular relationship between weather target cultures and their own. and differences in the Tres Santos Reyes" as culture and the USA (e.g., myth associated with a and cultural activities/practices 8.11-12. Analyze the relationship representation of compared to usually no extended family living under celebration in both in different countries. between cultural stereotyping environmental sounds in the instruments for carolers who one roof or getting together cultures that incorporates 8.9-10. Compare and contrast a typical and its implications in two languages/cultures (e.g., sing "We Three Kings of every weekend, respect for symbolism. "lunch" at home and in the different cultures. train is perceived as "clac Orient Are." Also, climatic parents, teachers, etc.) target culture. 8.11-12. Recognize the contributions of clac-clac" in Spanish, "hong difference, hence, clothing 8.5-6. Illustrate/write about how 8.9-10. Compare and contrast tangible other parallel cultures (e.g., long, hong-long" in Chinese difference for caroling activity. birthday, Saint's Day or products of the target cultures Native American, African, and and "choo-choo" in English). 8.3-4. Compare weather and "coming of age" is celebrated and their own (e.g., dress, toys, European) to the target 8.K-2. Celebrate a holiday or consequences (dress, sports, in both cultures (e.g., compare sports, equipment, etc.). culture. birthday according to the foods, houses, etc.) in a target "quinceañera" party in 8.9-10. Compare and contrast career customs of the target culture city/town with Mexico with Bas Mitzvah in choices and social roles in the Cultural Comparisons culture(s) and compare Connecticut city/town. Make CT). target cultures and their own. 8.11-12. Explain the meaning of non- simple aspects with customs collage/poster of weather 8.5-6. Describe orally and in written 8.9-10. Analyze the relationship verbal behavior in different of USA (e.g., a birthday comparison highlighting a language a holiday in US and between cultural stereotyping cultures. party at a roller skating rink theme (e.g., hot weather in a similar celebration in target and its implications in different 8.11-12. Identify and explain the in USA versus mariachis southern Mexico – women culture explaining similarities cultures. economic impact of weather serenading a Mexican child wear huipil/men wear light and differences (e.g., On New 8.9-10. Recognize the contributions of on different cultures. singing "Las Mañanitas" or cotton shirts, pants and sandals Year's eve in Spain each other parallel cultures (e.g., 8.11-12. Discuss the relationship piñata.) as compared to four seasons in family member eats twelve Native American, African, and between cultural perspectives 8.K-2. Recognize pictures of target Connecticut with appropriate grapes/in US people watch European) to the target culture. and practices (e.g., holiday, country peers in their school clothing). TV or go to parties. celebrations, work habits, country peers in their school 8.3-4. Express personal preferences 8.5-6. Create a "mock" marketplace play) by analyzing the target or everyday clothes (e.g., in the target language typical of target countries) and cultures and their own. school uniform in some regarding sports and activities assign rolls to students to 8.11-12. Compare and contrast various public schools abroad versus of target culture(s) and of represent vendors and institutions in different T-shirts and blue jeans in Connecticut. customers. Buy and sell with cultures (e.g., family Connecticut). 8.3-4. Compare and contrast through play target currency. Bargain education, religion, health 8.K-2. Identify dolls, pictures and/or Venn diagrams how selected and/or trade according to care, etc.). photos of people in holidays are celebrated in norms of culture. Recognize 8.11-12. Identify and analyze cultural traditional/folkloric clothing target culture(s) and in US and identify inventory that is perspectives as reflected in a at the target culture(s) and (e.g., on Independence Day in typical of target culture that variety literary genres. compare with costumes for both US and Chile, people eat would not usually be present American traditions/folklore picnics/cook-outs but, in US in a US supermarket. (e.g., costumes of Veracruz the menu is usually hotdogs 8.5-6. Compare and contrast beliefs and square dancing outfits). and hamburgers, whereas in regarding sickness and 8.K-2. Experience/taste fruit or Chile people usually eat ___?______ (e.g., role play deserts/pastries are native to "empanadas". US doctor attending to broken target culture(s) and compare 8.3-4. Compare and contrast meals arm and Chinese with fruits/desserts/pastries and eating styles/practices in acupuncturist attending to typical of USA (e.g., mango the target culture(s) with North patient's pain). vs. apple/crepe vs. cookie). American equivalents (e.g., 8.5-6. Compare and contrast 8.K-2. Identify toys and/or games of cheese is served before meal in folktales and animal stories in the target culture and US and after meal in France). US children's literature and compare with toys/games of 8.3-4. Plan a menu associated with authentic cultural literature in children from the United two similar holidays in two simplified language (e.g., States (e.g., "el trompo" and cultures (e.g., cut and past Simple Simon and Juan "el emboque" are toys from pictures as a group project and Bobo/image of fox in both many Latin American present in target language). cultures). countries composed to 8.3-4. Compare and contrast dress 8.5-6. Compare and contrast male marbles, pegs or the latest (e.g., modern/urban and and female heroes from both fad in children's toys). clothing for special holidays) cultures and how people 8.K-2. Identify pictures of houses in two cultures. Draw pictures celebrate their heroes (e.g., and stores typical of target and label in target language. equestrian statutes, legends, culture(s) and of Present to class. pictures, etc.) Connecticut. 8.3-4. Compare and contrast work 8.5-6. Compare and contrast music 8.K-2. Compare two versions of a activities of people in US with or art from same time folktale/song/game/nursery similar and different period/style in US and target rhyme through pictures and occupations in target cultures cultures). (e.g., French hearing text read aloud from (e.g., doctors and nurses in Impressionists and US the US and target culture. both countries; however Impressionists). (e.g., "The Farmer in the bullfighter in Spain as 8.5-6. Compare and contrast cultural Dell: ends in English with compared to basketball player meaning of proverbs, sayings, "the cheese stands alone" and in US). jokes, riddles in target in French with "le fromage 8.3-4. Compare daily living in both language/culture(s) and US. est battu.") cultures (e.g., food, school, This may be carried out partly leisure, grocery shopping, etc.) in English. (e.g., "You move 8.3-4. Discuss in very simple target your feet and you lose your language, the roles of men, seat./"El que se va a women, and children in their Sevilla/melipilla, pierde su own cultures (e.g., the father silla"/"Celui qui va à la works in the office; the mother chasse, perd sa place." sells at the market; the 8.5-6. Identify cultural children go to school and help activities/sports that take in the market). place according to seasons 8.3-4. Compare and contrast and compare with similar US superstitions in target activities/sports. (e.g., skiing language/culture(s) and in takes place in both Germany USA. (e.g., bad luck on Friday and US in winter, hiking in 13th or Tuesday 13th a South summer activity, more American good luck brought prevalent in Germany then by rabbit's foot or chimney USA.) sweep in Germany and Switzerland or Ekeko in Bolivia). CONTENT STANDARD 9: Communities Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation. K-2 3-4 5-6 7-8 9-10 11-12 School and Community School and Community School and Community School and Community School and Community School and Community 9.K-2. Introduce themselves in the 9.3-4. Imitate communication in 9.5-6. Identify and describe 9.7-8. Observe, take notes, and 9.9-10. Write to international corpora 9.11-12. Develop a resume in the target target language to native – the target with native- professions in the US which write a summary of an tions requesting information on language studied. speaker peers in their school speaking peers of the target require proficiency in the interview with a speaker job qualifications that include a 9.11-12. Gather statistics on and community. culture (e.g., Sister School target language studied. of the target language. second language. import/export of U.S. products 9.K-2. Recognize local neighborhoods exchange, pen pals with 9.5-6. Develop an interview 9.9-10. Compile a list of local part-time and products from countries of where the language is spoken videotaping, etc.) questionnaire/interview a Personal Enrichment positions that have a need for the language studied. (through sister school field 9.3-4. Visit local establishments/ native-speaker (preferably 9.7-8. Compare cost of previous proficiency in the target 9.11-12. Analyze potential stock or bond trips, pen-pals, photographs, social clubs owned and close to same age) in the year's imaginary travel to language. investments. etc.) managed by native speakers. target language. cost of same travel in 9.9-10. Re-enact famous target culture 9.11-12. Familiarize a native-speaker of 9.K-2. Recognize words in the target 9.3-4. Engage in simple 9.5-6. Plan an imaginary trip to a current year. tales and stories for younger the target language with the language heard/seen outside of conversations with native- country of the language that 9.7-8. Exchange information students. community at large. school (e.g., on TV – "Sesame speaker personnel at site includes itinerary, budget, with foreign pen-pal on Street", on cereal boxes, etc.) visited (e.g., How are you? transportation, etc. topics of personal interest, Personal Enrichment Personal Enrichment 9.K-2. Interact/work/play through What is your name? Where 9.5-6. Use the country's currency on community interests, and Write or give a review of a 9.9-10. 9.11-12. Create a portfolio showing school project (e.g., Sister do you come from? etc.) the imaginary trip. world concerns. cultural event/performance involvement in at least 20 Schools, Multicultural grant, 9.3-4. Use community resources to 9.5-6. Perform a story/play TV 9.7-8. Participate in a language attended. leisure activities where the etc.) with children/adults from explore target cultures program in the target language immersion experience 9.9-10. Explore international shopping language studied was heard, target culture(s). 9.3-4. Write to embassies/ to be presented to the (e.g., language, camp, market on the Internet. read, or spoken by the student. 9.K-2. Celebrate with children from consulates/cultural centers community. travel). 9.9-10. Explore opportunities to live and 9.11-12. Continue exploring an area of community where target of target culture/countries 9.5-6. Design/prepare thematic study in a target language interest on the Internet (chat language is spoken (e.g., dance and request cultural bulletin board/showcase School and Community culture. lines, etc.). performance, art display etc.) materials. display of an aspect of target 9.7-8. Establish and maintain 9.11-12. Bookmark Internet sources in culture with labels in target communication with peers School and Community area of interest. Personal Enrichment Personal Enrichment language (e.g., dolls, in the target culture. 9.9-10. Use target language to request 9.K-2. Look at pictures/read simple 9.3-4. Attend/participant activity postcards, musical information about employment School and Community text in authentic story book in target culture festival. instruments, etc.) Personal Enrichment and career opportunities for 9.11-12. Write a cover letter and resume and/or picture dictionary. 9.3-4. Attend children's 9.5-6. Prepare article for school 9.7-8. Watch and listen to TV or bilingual speakers. in the target language and mail 9.K-2. Listen to/sing/recite songs and movie/theater/sports event newspaper in target language radio broadcasts in the 9.9-10. Read and discuss articles in the them to possible employers. nursery rhymes from target delivered in target language about cultural aspects of target language studied. target language on the global 9.11-12. Post resume on international culture(s). with customs from target countries. 9.7-8. Attend at least two plays, market Internet. 9.K-2. Attend culture. 9.5-6. Exchange information about concerts, or cultural 9.9-10. Host a native speaker of the 9.11-12. Analyze the impact of statistics multicultural/international four school, town and state with celebrations. target language gathered relative to the global with parents/friends and will foreign pen pals or pen pals 9.9-10. Exhibit familiarity with stock economy. participate in activities such as from Sister School in state and bond markets of the target 9.11-12. "Chat" on the Internet. making crafts, dance, eating, where target language is country. 9.11-12. Do volunteer work in the etc. spoken. 9.9-10. Teach some of the target community using the target 9.5-6. Take on identity of famous language to peers or younger language. native speaker and present to children. class. 9.9-10. Familiarize native speaker of the Personal Enrichment target language with the school 9.11-12. Create a portfolio showing Personal Enrichment community in the target involvement in at least 25 9.5-6. Collect and read language. leisure activities where the advertisements of language studied was heard, products/video clips from Personal Enrichment read and spoken by the student. target language/culture(s). 9.9-10. Create a portfolio showing 9.11-12. Create a web page in the target 9.5-6. Explore cultural components involvement in at least 10 leisure language for the school's web of the Internet. activities where the target site. 9.5-6. Go with family to ethnic language was heard/ read/spoken restaurants with menus in by the student. target language and speak to 9.9-10. Explore an area of interest on the waiter in target language. Internet. 9.5-6. Travel (true or vicarious trip) with family on vacation to a country where target language is spoken. Attend museum with target culture exhibit on display


text:
Hotel Bonalba Alicante - Mutxamel, Alicante
C/ Vespre, N 10 - Alicante
1-877-662-6988Book a room at this romantic Mutxamel aparthotel and you won't be disappointed! Hotel Bonalba Alicante offers free Wi-Fi, an outdoor pool and a restaurant with garden views.
This 4-star Mutxamel aparthotel has 2 restaurants serving breakfast, lunch and dinner so there's no need to worry about dining options on this trip. While visiting Mutxamel on vacation or for work, make sure to take some time to relax as you will find spa services, a spa tub, a fitness center, a sauna and a steam room, ensuring a restful and rejuvenating stay. Leave some room in your luggage for swimwear and towels as this aparthotel features an indoor pool and a seasonal outdoor pool. There is also a poolside bar and a bar/lounge so guests can sip a refreshing drink by the pool or indoors. Multilingual staff are available at the front desk 24 hours-a-day and can provide tour/ticket assistance, express check-in and express check-out. Child-friendly amenities at this aparthotel include a children's pool and babysitting/childcare.
Free high-speed (wired) Internet access is available. Planning a meeting? This aparthotel has conference rooms, as well as a business center. In the lobby area you will find free newspapers so you can catch up on all the news and weather. Other amenities include dry cleaning/laundry, an elevator (lift) and a garden.
Hotel Bonalba suited us very well because we had a chalet in the area years ago an...
Venere Guest, SpainThese reviews have been left by customers who actually stayed at this hotel
Check Availability at Hotel Bonalba Alicante
Breakfast at Hotel Bonalba Alicante
A buffet breakfast is served each morning for a fee.
Facilities at Hotel Bonalba Alicante
- Business Center
- Meeting Room
- Conference room
- Bar
- Pool bar
- Cafeteria
- Baby sitter
- Laundry service
- Lift/elevator
- Pets accepted
- Entire property is non-smoking
- Garden
- Gym
- Tennis court
- Golf course
- Indoor swimming pool
- Outdoor swimming pool
- Children swimming pool
- Multilingual staff
- Newspapers
- Front desk - 24 hour
- City tour
- Sauna
- Steam bath
- Hydromassage Jacuzzi
- Internet/Email services
- Private parking
Know before you go
- Cash transactions at this property cannot exceed EUR 2500, due to national regulations. For further details, please contact the property using information in the booking confirmation.
- Guests can arrange to bring pets by contacting the property directly, using the contact information on the booking confirmation.
Check-in: after noon.
Check-out: before noon.
Extra-person charges may apply and vary depending on hotel policy.Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
City tax and/or any other fees charged by the hotel
The following fees and deposits are charged by the property at time of service, check-in, or check-out.
- Breakfast fee: EUR 8 per person (approximately)
The above list may not be comprehensive. Fees and deposits may not include tax and are subject to change.
Hotel Bonalba Alicante is also known as
Bonalba Alicante
Del Alba Hotel
Del Alba Mutxamel
Hotel Bonalba Alicante reviews
- May 2014
- Venere Guest
- Couple
- Spain
Hotel Bonalba suited us very well because we had a chalet in the area years ago and have many friends to visit. Also I am a shareholder of the golf club Bonalba so getting to the course was perfect. Actually saw hotel being built. Know touristic sites to which no trouble arriving with car or organised coach.
- August 2008
- Venere Guest
- Family with young children
- Switzerland
If you play Golf, very nice;never been to Mutxamel but Alicante, Benidorm and San Juan where the beach is very nice except no real shower,city is small but nice
- May 2008
- Venere Guest
- Family with young children
- United Kingdom
Hotel was excellent and the service was great, however the shuttle bus was not running, there is no bus stop nearby and the hotel is in the middle of nowhere so expensive for taxis.
- August 2007
- Venere Guest
- Family with young children
- France
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- October 2008
- Venere Guest
- Couple
- Spain
- August 2014
- Venere Guest
- Family with young children
- France
- May 2014
- Venere Guest
- Couple
- France
- May 2014
- Venere Guest
- Couple
- Belgium
- August 2013
- Venere Guest
- Family with older children
- France
- July 2008
- Venere Guest
- Family with older children
- France
Hotel Bonalba Alicante reviews by TripAdvisor
Room Details
Book your golf accommodation at Hotel Bonalba Alicante, offering 252 guest rooms with climate control. Rooms open onto balconies. Guests can unwind at the end of a long day and enjoy LCD televisions with satellite channels. Corporate travelers will benefit from free (wired) high-speed Internet access as well as desks, safes and phones during their Alicante visit. Guest rooms are individually decorated, making each stay a unique experience. A good night's sleep in comfortable beds with premium bedding will have visitors waking up refreshed and well-rested throughout their vacation or business trip.
Private bathrooms are outfitted with shower/tub combinations and complimentary toiletries. Minibars, coffee/tea makers and hair dryers can be found in each room to accommodate basic traveling needs. Rooms also include air conditioning and blackout drapes/curtains.
Accommodation Services
- Telephone
- Air conditioning
- Mini bar
- Baby cots/cribs available
- Coffee and tea maker
- Hairdryer in each room
- Safe
- Desk
- Individually controlled air conditioning
- Terrace/Balcony
- LCD flat screen TV
- Satellite TV
- High speed Internet access
- Dial-up Internet access
How to reach Hotel Bonalba Alicante
By carFrom the A7 highway, take the exit N°1 Mutxamel / Jijona (Xixona), in direction of Jijona (Xixona). Proceed on the N340 road. Then, exit at 'Busot Bonalba' (after Mutxamel).
By train
From Alicante train station: 15 km.
By airplane
From Alicante international airport: 20 km.
Distances from Hotel Bonalba Alicante
Campello Beach - 4.2 km / 2.6 miCanelobre Caves - 7.5 km / 4.6 mi
Albufereta Beach - 9.1 km / 5.7 mi
Gran Via Shopping Center - 9.3 km / 5.8 mi
Almadraba Beach - 9.3 km / 5.8 mi
University of Alicante - 9.8 km / 6.1 mi
Plaza Mar 2 Shopping Centre - 10.7 km / 6.7 mi
Archaeological Museum of Alicante - 10.9 km / 6.8 mi
Jose Rico Perez Stadium - 11.1 km / 6.9 mi
Alicante Bullring - 11.3 km / 7 mi
Castle of Santa Barbara - 11.4 km / 7.1 mi
San Fernando Castle - 11.6 km / 7.2 mi
Plaza Carmen - 11.7 km / 7.3 mi
Alicante Museum of Contemporary Art - 11.7 km / 7.3 mi
Basilica of Santa Maria - 11.7 km / 7.3 mi
The closest major airports to Hotel Bonalba Alicante are:
Alicante (YJE-Alicante Train Station) - 12.5 km / 7.7 mi
Alicante (ALC-Alicante Intl.) - 20.7 km / 12.9 mi
The preferred airport for Hotel Bonalba Alicante is Alicante (ALC-Alicante Intl.).
Distances are calculated in a straight line from the property's location to the point of interest or airport and may not reflect actual travel distance.
Distances are displayed to the nearest 0.1 mile and kilometer.
Transportation services Hotel Bonalba Alicante
- Private parking
We have the accommodation you need, all over the world
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subset: commoncrawl


text:
Governor Patrick Celebrates Annual Fish Stocking at Jamaica Pond
BOSTON – Thursday, April 25, 2013 – Governor Deval Patrick today joined Massachusetts Energy and Environmental Affairs (EEA) Secretary Rick Sullivan, Department of Fish and Game (DFG) Commissioner Mary Griffin, state and local officials, along with school children, to usher in the spring fishing season by releasing 1,250 state hatchery-raised trout into Jamaica Pond in Jamaica Plain.
The event is part of an annual effort to stock the 500 Massachusetts waterways with fish produced at hatcheries operated by Massachusetts Division of Fisheries and Wildlife (MassWildlife), a division of DFG.
Students and teachers from the Dorchester Youth Alternative School and the John F. Kennedy Elementary School assisted officials in stocking the pond with 1,000 rainbow trout, 100 brook trout and 100 brown trout. Also added were 50 tiger trout.
"Our annual trout stocking at Jamaica Pond signals the beginning of the spring fishing season," said Secretary Sullivan. "With warmer weather approaching, there has never been a better time to get outside and cast a reel at one of the many waterways across Massachusetts."
This spring, MassWildlife's stocking program, supported by revenue from state fishing licenses, plans to release more than 510,000 trout – raised at state hatcheries in Sandwich, Belchertown, Sunderland and Montague – in rivers, ponds and streams across the Commonwealth.
"This event is a great educational opportunity for the school kids and it highlights the fantastic fishing opportunities throughout Massachusetts," DFG Commissioner Griffin said. "We hope this encourages young people and adults to get out and enjoy outdoor activities this spring, including fishing, hunting, hiking and wildlife viewing."
A natural pond believed to be tens of thousands of years old, Jamaica Pond is 60 feet deep and home to fish such as largemouth bass, yellow perch and chain pickerel, as well as snapping turtles, crayfish, eels and freshwater clams. The pond is a property of the City of Boston and is surrounded by parklands managed by the Massachusetts Department of Conservation and Recreation.
MassWildlife publishes weekly reports on their web site each Friday detailing where fish were stocked in various ponds, lakes and rivers around the Commonwealth. Trout stocking began in mid-March.
Click here for a list of all trout-stocked waters in Massachusetts .
DFG is responsible for promoting the conservation and enjoyment of the Commonwealth's natural resources. DFG carries out this mission through land protection and wildlife habitat management, management of inland and marine fish and wildlife species, and ecological restoration of fresh water, salt water, and terrestrial habitats. DFG promotes enjoyment of the Massachusetts environment through outdoor skills workshops, fishing festivals and other educational programs, and by enhancing access to the Commonwealth's rivers, lakes, and coastal waters.


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I have dealt with many Magical Dealers/Suppliers over the years, but I have never dealt with one as Customer Service oriented as MJM. MJM has been...Read More ->
You guys did a great job. I ordered something that I needed quickly but seemed out of stock most everywhere. You got it for me and to me quickly....Read More ->


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Hi I saw that you are looking for blog followers. I will follow your blog if you will follow mine. please stop by http://www.chunkyandmonkeymd.com Follow using GFC and leave me a comment with your link and I will follow you right back.
Thanks so much.
Chunky and Monkey MD
Hi Corinne! Thanks for your comment, and your visit to my blog. I did check yours out and found it very funny! I love your stick figure picture blog posts, they cracked me up! I put your blog on my list and will be a regular visitor. I returned your follow on Twitter and Liked your Facebook page. I also have a facebook page at https://www.facebook.com/pages/Mama-Writes/240443336010954.
Thanks for the welcome!
Corinne, Thanks so much for the sweet comment. I've added your blog to my reader, and I'm looking forward to reading. Thanks again for the nice welcome!
Hi! Thanks for you comment, I think your blog is very cute, I'm following now! Thanks!
Anna H - We Are Mommies
Welcome to Mom Blogger's Club! I hope you enjoy your time here and find it helpful! I know it can be overwhelming at first but I promise, you'll be a pro on here in no time! I write a blog called The Adventures of J-Man and MillerBug. It's a blog about my life with my two boys and I do some pretty cool giveaways (OK, I think they're cool! Do you?)
Every weekend I host the Finding New Friends Weekend Blog Hop. It's a great way to find new followers and friends as well as get to know more of your fellow mom bloggers. If you're not familiar with a blog hop, all you have to do is add your blog to the list. Participants then "hop" from blog to blog to find great new blogs! It's a ton of fun! I'd love to have you join us. It's going on now so come on over and link up! You can find it here:http://www.jmanandmillerbug.com/2011/10/finding-new-friends-weekend-blog-hop_27.html#more. Be sure to leave a messge if you join up so that I can follow you back!
Let me know if you have any questions or if I can help you with anything in your blogging journey! I look forward to being your friend!
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Join the conversation to win a free Starbucks gift card. And, see yesterday's winner!
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12-20-2012, 01:20 PM | #1 (permalink) |
Junior Member
Join Date: Dec 2012
Posts: 10
Looking for a cheap buttery board
There are soooo many boards out there it's hard to get a read on which ones are the real deal. I sold my rome agent and need a new board, one that is playful and buttery. I also don't have much of a budget, so I came here and am hoping the experts can give me some advice. Def ready for my 1st rocker. Suggestions?
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Southern Living FEBRUARY 2004
Cook bacon in Dutch oven until crisp; remove bacon, and drain on paper towels, reserving drippings in pan. Crumble bacon.
Sauté onion in hot drippings in Dutch oven over medium-high heat 8 minutes or until translucent. Add black-eyed peas and next 8 ingredients, and cook 20 to 25 minutes, uncovered. Top with crumbled bacon.
Note: For testing purposes only, we used Bryan Sweet Hickory Smoked Bacon and A Taste of Thai Garlic Chili Pepper Sauce.
Go to Full Version of


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Dan Grimmer
Tuesday, September 2, 2014
Concerns about a tree which blocked a Norwich road when one of its branches fell off were first raised almost a year ago, it has emerged.
But Norwich City Council says it is up to 78-year-old Catherine Spencer, in whose front garden the tree stands, to make it safe.
A branch of the copper beech tree, protected by a Tree Preservation Order, fell into Dereham Road on Friday and was still blocking the pavement yesterday.
Norwich City Council cleared the road, but said they had not done the pavement as it could make the rest of the fallen branch unstable. That means it is up to Mrs Spencer to sort out the problem.
She said: "The tree is old and small branches have been falling off, and I raised this as a danger a year ago and numerous times before that. The council didn't want to know.
"They said it's your tree, your problem. People who have protected trees should have help and I have had none at all."
Green city councillor Lucy Galvin, who raised the issue in April last year, said more should have been done to help.
But Keith Driver, cabinet member for neighbourhoods and community safety, said when Mrs Galvin contacted the council, an inspection was carried out from the highway perspective, which showed no indication of instability.
He said: "It is the responsibility of owners who have trees on their properties to get them inspected for signs of structural issues and to clear fallen branches that aren't on the highway, should the need arise.
"In this case, we understand it is a stressful situation for the resident so we are making every effort to help her in organising contractors to get the tree cleared as quickly and easily as possible."
• What do you think? Write, giving full contact details, to Letters Editor, Prospect House, Rouen Road, Norwich NR1 1RE.
6 comments
I think mr mayhem is correct .We here in norwich do need a new ' tree planning officer' maybe he's the man for the job. He talks a lot of sense. the trees are poorly looked after, he should now how to get things into shape, including the 'out of shape gardeners' that think they can climb. and as for leaving these poor people to sort something out themsleves and pay for it out of thier own pocket' out rage i say'
Tuesday, September 2, 2014
mr mayhem? Once again you make a fool of yourself. Norwich is one of the most densely populated cities in the country with trees The majority of which are healthy and in good shape. Trees do grow old, get bigger, carry deadwood and get diseases. Our city trees are maintained to a fantastic standard and this is recognised by most people. Landowners are fully responsible for their own trees and thus have a duty of care to the tree and the public. Considering the huge recession we are working to climb out of, the cities trees look great.
Tuesday, September 2, 2014
Norwich city council has been neglecting it's trees and it's responsibilities for some years now. As a former tree surgeon I am disgusted by the state of the trees in Norwich, some are overgrown, many are diseased and a lot of them are downright dangerous, even trees in public parks are very poorly maintained. The councils answer is taking down perfectly good trees while ignoring the dangerous ones as can be witnessed in some parks. The council do not even have a specialist tree surgery department any more, just some gardeners with limited climbing ability, some safety certificates from Easton college, and no real knowledge of trees or tree surgery. The council should pull it's collective fingers out, and get a new Tree planning officer before something really big comes down.
Tuesday, September 2, 2014
I realise that the council have no obligation to deal with a tree on private property.. however, not clearing the footpath is the council shirking it's responsibility. If they have had a team, with chainsaws and other equipment, clearing the road, would it have been such a major issue to cut the branch right back to the tree? They could then advise the lady to have the tree inspected by contractors and dealt with accordingly. I appreciate that the taxpayer is NOT responsible for the upkeep of private property, but on a day when all taxpayers in the country start paying for free school meals for the lower age group, (feeding other people's children), this seems penny pinching in the extreme.
Tuesday, September 2, 2014
Agree with Mr rationality. The suggetsion is the Council have done nothing and are not being helpful enough....its not their tree, there is no legal onbligation, and if they were to be "Helpful" in every such case that would aither cost the taxpayer more or affect others ervices....
Tuesday, September 2, 2014
Why isn't this article titled "tree owners shirks responsibility, blocks road"
Tuesday, September 2, 2014
The views expressed in the above comments do not necessarily reflect the views of this site


text:
Definition of direct action in English:
The use of strikes, demonstrations, or other public forms of protest rather than negotiation to achieve one's demands: protestors took direct action by chaining themselves to bulldozers
More example sentences
- Delegates called for a campaign of mass civil disobedience, strikes and direct action to stop the war.
- We have been using direct action and civil disobedience against the war and the army.
- The two most effective forms of mass direct action are riots and strikes.
Definition of direct action in:
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Pronunciation: fôrˈtisəˌmō
(especially as a direction) very loud or loudly


text: There is a lot of strange stuff in this. The OP states that he reported it to LE but does not state if a stolen vehicle report was taken. If a stolen report was taken and the location of the vehicle was known to LE they would recover/impound the vehicle, whether an arrest was made or not. My inclination was that if a report was made/taken it was not a stolen vehicle report and LE was treating it as a civil matter.


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Chevrolet Impala For Sale
User Reviews
Displaying all 5 1977 Chevrolet Impala reviews.
1977 Chevrolet Impala
Prosit was fun driving 8 people home from school. magically, 1 of the power windows still worked! ConsSlow, Tank, 0 MPG... whadya expect?
1977 Chevrolet Impala
Prosit runs good Consneeds a mackover
Needs To Be On A Makeover Show Lol — needs a face lift drives pretty good just kind of an eye sore wish I could put it one a tv show to get some help i have never had a nice car but i love this one need to improve it's looks Primary Use: Commuting to work |
1977 Chevrolet Impala
ProsNice ride. Can be pushed but only with care and experience. ConsVERY prone to rusting, especially trunk and wheel wells
I Would Take Another One Like It In A Second And This Time Do The Bodywork — Big car with moderate motor. Loved it for tooling around on a hot summer day. Comfortable ride but that means a lot of body roll at higher speeds. Don't push your luck thinking the big motor makes it a sports car. Big trunk means lots of room for both groceries and subwoofers. Miss it like crazy. Primary Use: Commuting to work |
1977 Chevrolet Impala
Prosvary loud and fast Consbad gas miledge
Miss It Alittle — was a very nice restored car had a 383 stroker motor in it was very fast very loud and kind of rare it had the are coupe back window. Car was black on black with tinted windows and chrome rims 21/2" dual exhaust flowmaster mufflers Primary Use: Sport/fun (spirited driving, track racing, off-roading, etc.) |
1977 Chevrolet Impala
Pros87,000 miles, great for hauling stuff, tough exterior Cons16-20 mpg, loose muffler, leaks, faded interior
1977 Impala Wagon — It's a great first car. I like that it's built like a tank and only has 87,000 original miles on it. I don't like the fact that there are a few leaks, the interior is fading, and it only gets 16-20 mpg. Also, the Muffler is loose and rattles a bit. |
Displaying all 5 1977 Chevrolet Impala reviews.
Reviews From Other Years
2013 Chevrolet Impala Reviews
Black Beauty By taekeyes95
The Impala is very spacious, it's comfortable and when you have to put your foot down, it will most definitely run. I get many compliments on my car handling and it's speed. I love this car, it's addi... Read More
2012 Chevrolet Impala Reviews
Excellent Reliable Vehicle By chrisgrecia
This car is more than what meets the eye. It looks professional and sleek. The 3.6L V6 is powerful but efficient. Rides very smooth and the interior is spacious with a cozy feel. It's not a Corvette i... Read More
It Is A Great Car, And Is Definitely One Of The Best Deals On The Market. By vanceray95
The mirrors are small, so it had a few blind spots. It is a smooth and comfortable ride, and I was really surprised at the amount of power it had. I also enjoyed the sun roof, and Onstar is a helpful ... Read More
2011 Chevrolet Impala Reviews
My Blacked Out Impala By mrdoom07
The thing that i like about it is the room on the inside my being 6'5". Has alot of leg room and seat room. the cup holders in thefront are too small, You cant put too large coffees in there at same t... Read More
Buy Almost New For A Huge Savings By mikescott
i bought it for my girl friend, she wanted the leather bucket seats,if i would have new things wouldnt worked out,i would have bought the bench seats,and then had leather added to it.i pprefere bench ... Read More
2010 Chevrolet Impala Reviews
Tinted Out Impala By Sonflower
This car is a 2010 Chevy impala it is fun to drive and looks quite good with timed windows all around the car gets great gas mileage and the inside is roomy the trunk space is deep and roomy also Read More
Mostly Japanese, Chineese, Or Mexican Made. By kissmepam
Right after the warrenty ran out the front drivers side and the rear drivers side window regulators broke. The piece that holds the cable was made with cheap plastic. All of the Heater/AC actuators br... Read More
2009 Chevrolet Impala Reviews
Overall A Good, Economical Choice For A Sedan By KenF
If I HAD to choose between a Ford Crown Victoria Police Interceptor and the Chevy Impala Police Package, the Crown Vic wins hands down. Then again, the CV is nearly 8K to 10K more when new, and it sho... Read More
Family Sedan By Matt
The Chevy Impala LTZ is Reliable car, well it does not have the performance of a high priced car it does have nice touches. I look forward to the next impala that Chevy makes as long as they do not fo... Read More
People researching a 1977 Chevrolet Impala contacted a dealer about
32% of the time
Chevrolet Malibu
4% of the time
Dodge Charger
4% of the time
Honda Accord
3% of the time


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