CAAP Common Core: French, German, & Spanish - Writing

  • Contexts focus on students' present experiences and preferences.
  • Functions include: giving information, listing, describing, and expressing likes and dislikes.
  • Formats include: lists, messages, notes, letters, compositions, forms, journal/diary entries.
  • Exercises include: lists, messages, notes, letters, compositions, filling out forms, journal/diary entries, answering questions, writing conversations, etc.
  • Strategies targeted: using idiomatic expressions and high-frequency vocabulary and structures, students will compose texts about their lives.

  1. I can complete a questionnaire or form (e.g., magazine subscription form, interest survey, etc.).
  2. I can write a shopping list for food and household items.
  3. I can describe myself, family members, or friends (e.g., what they are like, what they look like, what they like to do, and their personalities).
  4. I can describe my family (e.g., number of brothers, sisters, aunts, uncles, grandparents, etc.) and explain the relationships among them (e.g., Paul is Carol's brother).
  5. I can write a diary or letter explaining my school schedule (e.g., courses being taken, supplies needed for each course, at what time and on what days my classes meet, and who my teachers are).
  6. I can write a diary entry about activities I have planned for the week (e.g., places to go, what day, at what times, with whom, and why).
  7. I can write a diary entry or letter to a penpal describing my present life (school, job, social life) and explain what I like or dislike about my current situation and ask someone else about his/her situation.
  8. I can describe foods and beverages that I or others like.
  9. I can write a list of gifts and/or souvenirs that I want to buy, where I am going to buy them, and to whom I am going to offer them.
  10. I can list possible vacation sites and why I like or dislike them.
  • Contexts focus on students' past and present experiences.
  • Functions include: informing, listing, describing, narrating, expressing thanks, convincing, and inviting.
  • Formats include: lists, messages, notes, letters, compositions, forms, journal/diary entries.
  • Exercises include: lists, messages, notes, letters, compositions, filling out forms, journal/diary entries, answering questions, writing conversations, etc.
  • Strategies targeted: students will compose texts by recombining high-frequency vocabulary and structures to provide information and influence others.

  1. I can describe what I and/or my family did over the weekend.
  2. I can write a diary entry or letter about what I did on vacation.
  3. I can write a thank-you note (e.g., after visiting a family for the weekend, going to dinner at someone's house, receiving a gift, etc.).
  4. I can write a letter to a penpal describing what I generally do each day (e.g., when I get up, wash my face, brush my teeth, get dressed, go to school or work, when I go to bed, etc.).
  5. I can writeabout a past experience (e.g., where I used to go on vacation, what I did, activities I used to like, what my friends were like).
  6. I can write a diary entry about past events (e.g., vacations, birthdays, weekend activities).
  7. I can write a letter to a native speaker convincing him/her to come to my town or region, including comparisons and contrasts with other locations.
  8. I can write a letter about the weather in my area in different seasons and activities that people typically do and ask someone about the climate in his/her country or area.
  9. I can plan a menu (for company, a party, a picnic, a meal) including individual dishes to be served, ingredients necessary, and where I can purchase ingredients.
  10. I can plan a shopping trip including what to buy, where, for whom, how much I am going to spend, how I am going to get there, etc.
  11. I can write an invitation to a social event (party, picnic) including time, place, activities, and directions.
  12. I can write an article for my school paper about my and other students' leisure activities (e.g., sports, music, etc.).
  13. I can describe a house or apartment (e.g., number of rooms, location, what is in the neighborhood, what is in different rooms, the colors, sizes, and age of various objects, etc.).
  14. I can write a letter to a penpal describing the basic plot of a favorite television and/or radio show.
  15. I can write a letter from my parents' or relatives' point of view describing what I was like at a younger age.
  16. I can write a description of what I do when I am sick.
  17. I can write a script for a television and/or radio advertisement, including comparisons and contrasts with competing products.
  • Contexts focus on students' past and present experiences.
  • Functions include: informing, listing, describing, narrating, expressing thanks, convincing, and inviting.
  • Formats include: lists, messages, notes, letters, compositions, forms, journal/diary entries.
  • Exercises include: lists, messages, notes, letters, compositions, filling out forms, journal/diary entries, answering questions, writing conversations, etc.
  • Strategies targeted: students will compose texts by recombining high-frequency vocabulary and structures to provide information and influence others.

  1. I can describe what I and/or my family did over the weekend.
  2. I can write a diary entry or letter about what I did on vacation.
  3. I can write a thank-you note (e.g., after visiting a family for the weekend, going to dinner at someone's house, receiving a gift, etc.).
  4. I can write a letter to a penpal describing what I generally do each day (e.g., when I get up, wash my face, brush my teeth, get dressed, go to school or work, when I go to bed, etc.).
  5. I can writeabout a past experience (e.g., where I used to go on vacation, what I did, activities I used to like, what my friends were like).
  6. I can write a diary entry about past events (e.g., vacations, birthdays, weekend activities).
  7. I can write a letter to a native speaker convincing him/her to come to my town or region, including comparisons and contrasts with other locations.
  8. I can write a letter about the weather in my area in different seasons and activities that people typically do and ask someone about the climate in his/her country or area.
  9. I can plan a menu (for company, a party, a picnic, a meal) including individual dishes to be served, ingredients necessary, and where I can purchase ingredients.
  10. I can plan a shopping trip including what to buy, where, for whom, how much I am going to spend, how I am going to get there, etc.
  11. I can write an invitation to a social event (party, picnic) including time, place, activities, and directions.
  12. I can write an article for my school paper about my and other students' leisure activities (e.g., sports, music, etc.).
  13. I can describe a house or apartment (e.g., number of rooms, location, what is in the neighborhood, what is in different rooms, the colors, sizes, and age of various objects, etc.).
  14. I can write a letter to a penpal describing the basic plot of a favorite television and/or radio show.
  15. I can write a letter from my parents' or relatives' point of view describing what I was like at a younger age.
  16. I can write a description of what I do when I am sick.
  17. I can write a script for a television and/or radio advertisement, including comparisons and contrasts with competing products.
  • Contexts focus on literary and cultural topics as well as on all aspects of students' experiences.
  • Functions: describing, narrating, instructing, reviewing, summarizing, persuading, hypothesizing, etc.
  • Formats include: letters, papers, poems, short stories, critiques, reactions, etc.
  • Exercises include: letters, papers, poems, short stories, critiques, reactions, etc.
  • Strategies targeted: employing cohesive devices, using a wide range of vocabulary and structures in order to provide detailed information and influence others.

  1. I can write a short review of a movie, television program, restaurant, film, etc.
  2. I can describe a significant life event (e.g., obtaining my driver's license, passing an important exam, going out on my first date, getting accepted at a university, getting a job, etc.).
  3. I can write an editorial on a controversial topic in the U.S. or in the target culture (e.g., immigration, gun control, environmental issues).
  4. I can write a short paper on a topic that I have researched (e.g., famous painter, historical figure, monument, etc.).
  5. I can add a chapter or rewrite the end of a book I have read.
  6. I can write original poems, short stories, fables, and plays.
  7. I can recount a real or imaginary narrative about a famous person, past or present.
  8. I can describe a procedure for doing something (e.g., changing a tire, studying for an exam, what to do in case of an emergency, etc.).
  9. I can write a summary of a detailed newspaper and/or magazine article written for native speakers.
  10. I can describe what I or someone else has accomplished this year (e.g., in school, at job, in sports, etc.).
  11. I can write a job résumé and cover letter for various jobs that interest me explaining why I am interested in the job, why I would be the best candidate, what I would do if I got the job, etc.
  12. I can write a newspaper report and headlines about a break-in or accident, including who, what, why, where, and when.