Upper School Curriculum: Language

The Lovett School Upper School Language Curriculum

The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually.

400 - French II and 402 - Honors French II Course Descriptions 400 - French II Grade: 9 Group: I Units: 1.0 Prerequisite: French I The second year of study continues to emphasize the development of listening and speaking skills while giving increased attention to the development of reading and writing skills. All basic grammar concepts are introduced and various aspects of French culture are integrated throughout the course. The final project, a picture book, entices students’ creativity and demonstrates how they can independently develop their artistic and writing skills with a strong emphasis on French culture, grammar, and vocabulary. Approximately 75% of instruction and student participation will be in the target language.

402 - French II Honors Grade: 9 Group: I Units: 1.0 Prerequisite: French I AND teacher recommendation This course permits the student to cover material at a more rapid rate and to do in-depth work.

Participation in class discussion and role-playing are an integral part of the class as students work to increase their fluency. Students develop their writing skills through discussions and written compositions. The final project, a picture book, entices students’ creativity and demonstrates how they can independently develop their artistic and writing skills with a strong emphasis on French culture, grammar, and vocabulary. Approximately 75% of instruction and student participation will be in the target language.

Note:​​ French II and French II Honors meet in the same classroom at the same time. Students enrolled in French II Honors earn their distinction by writing page-long compositions for each of the three lessons that comprise a unit. They also have different quizzes and tests and are expected to participate at a more sophisticated level.

Essential Questions 1. How do various Francophone celebrations compare to mine?

2. How do I use new French vocabulary for shopkeepers, food, technology, and jobs?

3. What is it like to spend time in France?

4. How would it compare for a French student to spend time in the US? 5. How do I talk about my daily life in French?

6. What is so interesting about Provence, Bretagne, Normandie, and Aquitaine?

7. What types of sports and leisure activities do French people enjoy?

8. What is this French “joie de vivre?”

Assessment 1. Quizzes

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Skits Compositions Unit tests The final picture book project at the end of the year reflects students understanding of the vocabulary, grammar, and culture covered by the seven units seen during the course of the year. It requires students to go beyond the usual daily script to imagine a collaborative story that is very appealing, transferable into a vivid artistic design, pictures coupled with a vivid narrative.

6. Fall and spring cumulative exam Skills Benchmarks At the end of the course, students will be able to…

1. Use French vocabulary to express emotions, describe character and physical traits, ask for and provide information, convey degrees (comparative and superlatives), give commands, provide directions, describe landscapes and methods of travel, sequence events, read a French menu, write a letter in the French style, describe daily routine and chores, tell dates and times, express likes and dislikes, describe sports and music, purchase gifts and clothing, use the bank and post office, run errands in the city, and protect the environment.

2. Use the present tense 3. Use the immediate future tense for both regular and irregular verbs and using the expression “venir de” 4. Express past events using the Passé Composé tense of various regular and irregular verbs using “avoir” and “etre” 5. Ask simple questions 6. Use demonstrative adjectives 7. Use basic prepositions 8. Use negative expressions 9. Use partitive, definite, and indefinite articles 10. Use pronoun complements.

11. Use reflexive verbs in the present, past, and imperative Units 1.

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Review of French I Food Health Technology In the heart of the city Jobs Environment Arts

Textbooks and Resources D’Accord!​ ​2​. Vista Higher Learning, 2011 Updated August 2018

404 - French III Course Description Grades: 9-10 Group: I Units: 1.0 Prerequisite: 400 - French II or 402 - French II Honors Extensive grammar work and directed writing enable students to strengthen and broaden their knowledge of sentence structure and word usage. Varieties of reading selections introduce and reintegrate vocabulary while presenting various literary styles. Students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiries and investigations. Through group and individual projects and class presentations, they learn collaboration and presentation skills Participation in class discussions and role-playing is an integral part of the class as students work to increase their fluency. Approximately 75% of instruction and student participation will be in the target language.

Essential Questions 1. How do I communicate in oral and written French with and about the world around me, using basic vocabulary about myself, my peers, the people living in my neighborhood, and the city I live in?

2. Am I able to use the basic tenses such as present, imperfect, past and future to express these ideas?

3. Am I able to understand media outlets that cover issues in society related to these topics?

4. How do I maintain a nurturing relationship with peers for a better world?

5. How reliable is the information that is available on a variety of media?

6. What is the impact of rural exodus on cities’ expansion in America and cities around the world?

7. How can we protect the environment?

8. What is the place of women in North African society?

9. What is the impact of politics on the judicial system and vice versa?

10. What are the short and long-term consequences of immigration on America and France?

Assessments 1. Quizzes 2. Skits / Presentations / Projects 3. Compositions 4. Unit tests 5. Listening assessments 6. A common project assigned for the unit on “Justice, Crime, and Politics� addresses the following essential question: What is the history of immigration in the US? How can immigration develop cultural awareness and the US economy? Based on the KWL chart, students are asked to:

a. Collaboratively reflect on multiple causes of immigration in the US from the 1800s. b. Actively explore the different immigrations communities from all continents so to highlight varying ideologies, traditions, and customs. c. Compare and contrast the pros and cons of immigration in the US d. Create a flowchart to identify ways immigration can be a success for both immigrants and US citizens. e. Their final product will have both a written and oral component in the target language.

7. Fall and spring cumulative exams Skills Benchmarks At the end of the course, students will be able to…

1. Use French vocabulary to describe relationships, feelings, personalities, cities, road signs, media outlets, and the court system.

2. Conjugate spelling change verbs, reflexive verbs, reciprocal verbs, and irregular verbs with -ir in the present tense.

3. Use helping verbs such as avoir, etre, faire, and aller.

4. Analyze literary texts.

5. Discuss France’s contribution to American history.

6. Tell a story using descriptive adjectives and change adjectives to adverbs.

7. Report on the history of Quebec.

8. Differentiate the use of passé compose and imparfait.

9. Justify the use of the plus-que parfait.

10. Turn sentences into their negative form.

11. Explain immigration issues in the USA and Switzerland and predict immigration consequences; discuss the role of diversity in society and propose solutions to immigration problems.

12. Use pronouns “y” and “en.”

13. Discuss the use of various media outlets, including the use of the internet in educational systems in Africa.

14. Analyze the rural exodus in West Africa and discuss women and small businesses in West Africa.

15. Analyze different political systems around the world.

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Feel and Live Life in a City Media Justice, Crime, and Politics Ideas, values, and society in evolution Family

Textbooks and Resources Imaginez, Le francais sans frontieres, Champeny Mitschke, 3rd edition, Vista Higher Learning

Updated August 2018

406 - Honors French III Course Description Grades: 9-10 Group: I Units: 1.0 Prerequisite: 400 - French II or 402 - French II Honors AND teacher recommendation The purpose of this accelerated course is to expand the students’ vocabulary and to increase their ability to speak and write in French. All aspects of French grammar are covered and a variety of idiomatic expressions are introduced for mastery. The course also exposes the student to the cultures of various Francophone countries and to different aspects of the French civilization. Approximately 75% of instruction and student participation will be in the target language.

Essential Questions 1. How do I communicate in oral and written French with and about the world around me, using basic vocabulary about myself, my peers, the people living in my neighborhood, and the city I live in?

2. Am I able to use the basic tenses such as present, imperfect, past and future to express these ideas?

3. Am I able to understand media outlets that cover issues in society related to these topics?

4. How does one interact with others and understand a greater cross-section of the people in our world, at home, and abroad?

5. How does one understand other cultures with perspective on one’s own culture?

6. How will one explore and learn about the origins, customs, art, music, and literature of people from a variety of countries?

7. How does one converse freely with the people he or she meets?

Assessments 1. Quizzes 2. Skits / Presentations / Projects 3. Compositions 4. Unit tests 5. Listening assessments 6. Fall and spring cumulative exams 7. An end-of-course interdisciplinary project gives the opportunity to French III H students to explore the history of the U.S. and France relations. Students go beyond the facts and artifacts of this relations to see what would have made it better. Students learn from the past to build a better future in the cooperation between two countries that have a common destiny. Students are asked to a. Collaboratively reflect on what they think about the relations between these two countries since the Louisiana purchase

b. Explore extensively culture and traditions shared by communities in the two countries c. Compare and contrast the culture of the two countries d. Use printmaking to choose and design an image that represents this relation e. Propose a clear solution on how these countries can work and share together to make the world a better world f. The final product which has a written, visual, and oral component will consist of a well-designed image with an elaborate description on how France and US can grow and move forward together.

Skills Benchmarks At the end of the course, students will be able to…

1. Use French vocabulary to describe relationships, feelings, personalities, cities, road signs, media outlets, and the court system.

2. Use French vocabulary to describe relations between family members, different stages in life, conflicts between generations, technology gadgets, the role of biological and scientific discoveries, shopping preferences, talents and abilities, banking operations, various professions, and natural resources.

3. Discover North Africa, Lebanon, Indian Ocean islands, Reunion Island and their rich cultures.

4. Discuss the role of technology in society.

5. Conjugate spelling change verbs, reflexive verbs, reciprocal verbs, and irregular verbs with -ir in the present tense.

6. Use helping verbs such as avoir, être, faire and aller.

7. Analyze literary texts.

8. Discuss France’s contribution to American history.

9. Tell a story using descriptive adjectives and change adjectives to adverbs.

10. Report on the history of Quebec.

11. Differentiate the use of passé compose and imparfait.

12. Justify the use of the plus-que parfait.

13. Turn sentences into their negative form.

14. Conjugate irregular –re verbs in the present tense.

15. Use the subjunctive in its present form.

16. Use demonstrative pronouns.

17. Use comparative and superlative of adjectives and adverbs.

18. Conjugate verbs in the future.

19. Use the past subjunctive.

20. Use infinitive in affirmative and negative sentences.

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Feel and Live Life in a City Media Ideas, values, and society in evolution Changing generations Science and technology

7. Play and relax 8. Labor / Natural Resources Textbooks and Resources Imaginez, Le français sans frontières, ​Mitschke, Vista Higher Learning Updated August 2018

408 - French IV Course Description Grades: 10-11 Group: I Units: 1.0 Prerequisite: 404 - French III or 406 - French III Honors; year-long average of 75 or higher for rising 11th and 12th At this level, French students concentrate on improving their ability to converse in French by participating in improvisational group activities. They also expand their ability to comprehend and analyze various readings, culminating in a short novel. In addition, students work toward further refining their writing skills through short essay assignments, in-class compositions based on specific grammar topics, and several long-term projects. Approximately 90-95% of instruction and student participation will be in the target language.

Essential Questions 1. How does one interact with others and understand a greater cross-section of the people in our world, at home, and abroad?

2. How does one understand other cultures with perspective on one’s own culture?

3. How will one explore and learn about the origins, customs, art, music, film, and literature of people from a variety of countries?

4. How does one converse freely with the people he or she meets?

Assessments 1. Quizzes 2. Skits / Presentations / Projects 3. Le projet de la musique (Music project) allows students to move beyond the walls of the classroom as they explore the popular music of the French-speaking world. Students choose a song from one of the many cultures of ​la francophonie​ and produce a creative presentation in which they explore the artist(s), their lyrics, backgrounds, and, perspectives. They then present their own brief filmed interpretation of the song, adding another layer of creativity to the presentation.

4. Compositions 5. Unit tests 6. Listening assessments 7. Fall and spring cumulative exams Skills Benchmarks At the end of the course, students will be able to…

1. Use French vocabulary to talk about relationships, stages in life, technology, the role of biological and scientific discoveries, shopping preferences, talents and abilities, finances, professions, and natural resources.

2. Discuss the cultures of North Africa, West Africa, and Indian Ocean islands.

3. Conjugate irregular –re and -oir verbs.

4. Use the subjunctive in its present form.

5. Use comparative and superlative of adjectives and adverbs.

6. Discuss past and current popular songs and artists on the French language music scene (like Édith Piaf, Jacques Brel, MC Solaar, Coeur de Pirate, and Stromae) 7. Use the future and the future perfect tenses.

8. Use infinitive in affirmative and negative sentences.

9. Use prepositions with geographical names.

10. Use the conditional and conditional perfect tenses.

11. Use relative pronouns in a sentence.

12. Form present participle from the infinitive form of the verb.

13. Use the correct sequence of tenses in ​si​ clauses.

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Changing generations Science and technology Play and relax Projet de la musique- a study of popular music through French language videos and song lyrics 5. Labor 6. Natural Resources

Textbooks and Resources Imaginez, Le francais sans frontières, ​Champeny , 3rd edition, Vista Higher Learning Various current event articles from French language media (print and online) French language films such as ​Monsieur Lazhar Updated May 2016

410 - Honors French IV Course Description Grade: 10-11 Group: I Units: 1.0 Prerequisite: 404 - French III or 406 - French III Honors AND teacher recommendation Students at this level have a thorough knowledge of intermediate French grammar and work towards acquiring a higher level of fluency and sophistication in the use of the language. The purpose of the course is to refine and expand the students’ vocabulary and grammar use and to strengthen their ability to speak, understand, read, and write so that they may better appreciate and analyze the French language and culture. This course also focuses on perfecting critical thinking skills in order to prepare students for the challenges of the French V Honors course.

Approximately 90-95% of instruction and student participation will be in the target language.

Essential Questions 1. What does ‘to be responsible’ mean for teenagers?

2. How do we communicate our identity to others?

3. What is my place and role in my community?

4. How can technology and science help me and others now and in the future?

5. How does the media create representations of the world around us?

6. What does culture bring to a society?

7. What are cultural practices in the French-speaking world? ​Assessments 1. Grammar and vocabulary quizzes 2. Listening and reading comprehension quizzes 3. Journals 4. In-class essays 5. Class discussion 6. Class debates 7. French National Exam 8. Fall and spring semester exam 9. Example of assessment on the theme of French-speaking cultural figures: Students are asked to research two cultural figures from the French-speaking world (e.g. painters René Magritte and Jean-Paul Lemieux). They should focus on the differences and similarities with the ultimate goal of being able to understand the distinctive features of each artist. Students present the result of their research during a class presentation. The follow-up written assignment is to write an “I AM” poem capturing the essence of the person and his/her work. a. Critical Thinking: Evaluate the content of the resources in order to contrast and compare b. Communication: Synthesize research into key points and present to an audience c. Creativity: Write about someone from her perspective

Skill Benchmarks 1. The student engages in the oral and written exchange of information, opinions, and ideas in a variety of time frames in informal situations.

2. The student elicits information and clarifies meaning by using a variety of strategies.

3. The student states and supports opinions in oral and written interactions.

4. The student initiates and sustains interaction through the use of various verbal and nonverbal strategies, and during written interpersonal communication in a variety of media.

5. The student understands and starts using a variety of vocabulary, including idiomatic and culturally appropriate expressions.

6. The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).

7. The student demonstrates knowledge and understanding of content across disciplines.

8. The student writes formal and informal correspondence in a variety of media using appropriate formats and conventions.

9. The student demonstrates comprehension of content from authentic audio, visual, and audiovisual resources.

10. The student understands the purpose of a message and the point of view of its author.

11. The student identifies the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic audio, visual, and audiovisual resources.

12. The student demonstrates critical viewing or listening of audio, visual, and audiovisual resources in the target cultural context.

13. The student monitors comprehension and uses other sources to enhance understanding.

14. The student examines, compares, and reflects on products, practices, and perspectives of the target culture(s).

15. The student evaluates similarities and differences in the perspectives of the target culture(s) and his or her own culture(s) as found in audio, visual, and audiovisual resources.

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Relationships: Families, Friends, Education Technologies and Sciences Traditions and identities Leisure and culture

Textbook Brioux, P. Chrétien, N. Fayaud. ​Le Monde en Français​. Advance Materials, 2011.

Updated June 2016

412 - French V and 416 - French VI Course description Grades: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 75 or higher in 408 - French IV or 410 - French IV Honors This two-year sequence of French V and VI provides students with a picture of contemporary France and an awareness of the values and behavioral patterns of those who speak French.

Students will explore current issues and aspects of French culture through the examination of cultural products. Students will become familiar with the history and heritage of French civilization in France as well as in other French-speaking countries. Through projects and presentations, students will continue to develop their proficiency in all aspects of the target language. This class relies heavily on class discussion and collaborative work. Approximately 90-95% of instruction and student participation will be in the target language.

Essential Questions 1. What are the issues faced by French society?

2. How are issues faced by French-speaking countries similar and different?

3. How can I contribute to finding a solution to a problem?

4. How can I improve my collaboration and communication skills?

5. What are the relationships between language and culture?

6. Why do people who share a common language develop a regional language?

7. How does our environment shape our language?

Assessments 1. Research and projects 2. Debates and class discussions 3. In-class writing 4. Listening and reading quizzes 5. Final exam (fall) and alternative assessment (spring) 6. Example of assessment during the study of the French elections of May 2017: Students produced campaign videos for each of the candidates and had to include original material in an effort to convince voters to see their views on the current issues facing Europe. Students were required to demonstrate knowledge of such issues as Brexit and migration and to know their candidates’ views on these issues. a. Communication: Students communicate in written or spoken form in the target language b. Critical Thinking: Students think about how to deliver their idea from an abstract concept to a visual representation c. Creativity: Students have to think abstractly and use different codes and languages to communicate Skills Benchmarks

1. The student engages in the oral and written exchange of information, opinions, and ideas in a variety of time frames in informal situations.

2. The student elicits information and clarifies meaning by using a variety of strategies.

3. The student states and supports opinions in oral and written interactions.

4. The student initiates and sustains interaction through the use of various verbal and nonverbal strategies, and during written interpersonal communication in a variety of media.

5. The student understands and uses a variety of vocabulary, including culturally appropriate expressions.

6. The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).

7. The student demonstrates knowledge and understanding of content across disciplines 8. The student writes in a variety of media using appropriate formats and conventions.

9. The student demonstrates comprehension of content from authentic audio, visual, and audiovisual resources.

10. The student understands the purpose of a message and the point of view of its author.

11. The student identifies the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic audio, visual, and audiovisual resources.

12. The student demonstrates critical viewing or listening of audio, visual, and audiovisual resources in the target cultural context.

13. The student monitors comprehension and uses other sources to enhance understanding.

14. The student examines, compares, and reflects on products, practices, and perspectives of the target culture(s).

15. The student evaluates similarities and differences in the perspectives of the target culture(s) and his or her own culture(s) as found in audio, visual, and audiovisual resources.

Units (alternate each year to accommodate movement of French V/VI students) 1. Norms of collaboration 2. Norms of communication 3. History of French/Belgian colonization or French Identity 4. Current political situations (elections, migration, conflicts) 5. Film and literature as reflections of society 6. Food and cultural identity Textbook There is no textbook for this class. After the selection of a theme of study, news articles, news clips, and audio/visual materials are selected by the teacher for deep analysis and study.

Themes of study are based on students’ and teacher’s interests and choices.

Updated January 2018

414 - Honors French V Course Description Grades: 11-12 Group: I Units: 1.0 Prerequisite: 408 - French IV or 410 - French IV Honors AND teacher recommendation Students at this level have a thorough knowledge of all aspects of French grammar and have acquired a significant level of fluency and sophistication in the use of the language. Students understand and express nuance when speaking and communicating. The purpose of the course is to refine and expand the students’ vocabulary; strengthen their ability to speak, understand, read, and write; and further develop their knowledge, understanding, and appreciation of French culture. This course also focuses on perfecting critical thinking skills in order to prepare students for the challenges of the AP French Language and Culture class. Approximately 90-95% of instruction and student participation will be in the target language.

Essential Questions 1. How do assimilation and integration affect life in society?

2. What are the relationships between linguistic identity and cultural identity?

3. How does national identity evolve?

4. What is “laïcité” and what are its implications?

5. How do the beliefs and values of our societies affect us?

6. How does human activity affect the environment?

7. How has our relationships to food evolved over time?

8. How have conflicts affected people’s lives?

9. What do the representations of conflicts tell about us? ​Assessments 1. Listening and reading comprehension quizzes 2. Vocabulary quizzes 3. Class debates 4. Class discussion 5. Weekly journal prompts 6. In-class essays 7. National French Exam 8. Fall Semester Exam 9. Spring Semester Exam 10. Example of class debate on topic of challenges linked to the environment: After listening to a podcast about the rise of waters threatening the long-term existence of Pacific islands with French-speaking population and answering questions about the main and specific ideas of the audio, students are asked to take on the role of one the people interviewed in the audio: the manager of resorts, a local youth, an elderly citizen, a scientist. Students gather information on the topic of how rising waters threatens the island from the perspective of the person they represent. They research the local culture

and beliefs, wildlife and the natural world, economics and markets. Students are then asked to continue the conversation among themselves sharing their perspective based on new information. a. Critical Thinking: Evaluate the content of the resources to form a judgment b. Communication: Express a point of view Skill Benchmarks 1. The student engages in the oral and written exchange of information, opinions, and ideas in a variety of time frames in informal situations.

2. The student elicits information and clarifies meaning by using a variety of strategies.

3. The student states and supports opinions in oral and written interactions.

4. The student initiates and sustains interaction through the use of various verbal and nonverbal strategies, and during written interpersonal communication in a variety of media.

5. The student understands and uses a variety of vocabulary, including idiomatic and culturally appropriate expressions.

6. The student self-monitors and adjusts language production.

7. The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).

8. The student demonstrates knowledge and understanding of content across disciplines 9. The student writes formal and informal correspondence in a variety of media using appropriate formats and conventions.

10. The student demonstrates comprehension of content from authentic audio, visual, and audiovisual resources.

11. The student understands the purpose of a message and the point of view of its author.

12. The student identifies the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic audio, visual, and audiovisual resources.

13. The student demonstrates critical viewing or listening of audio, visual, and audiovisual resources in the target cultural context.

14. The student monitors comprehension and uses other sources to enhance understanding.

15. The student examines, compares, and reflects on products, practices, and perspectives of the target culture(s).

16. The student evaluates similarities and differences in the perspectives of the target culture(s) and his/her own culture(s) as found in audio/visual resources.

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Relationships and personal identity Relationships and society Traditions and customs Global challenges: the environment, sustainability, and globalization Global challenges: rights and duties, conflicts and peace

Textbook Brioux, P. Chrétien, N. Fayaud. ​Le Monde en Français.​ Advance Materials, 2011.

Updated May 2016

418 - AP French Language and Culture Course Description Grade: 12 Group: I Units: 1.0 Prerequisite: 414 - French V Honors AND teacher recommendation Fee: $94 AP Exam Fee The AP French course will provide students with many opportunities to demonstrate proficiency in communicating in a variety of situations. The course is an immersion experience requiring the use of French exclusively; it is designed to provide students with the study of six themes: Contemporary Life, Global Challenges, Personal and Public Entities, Science and Technology, Beauty and Aesthetics, Families and Communities. These themes provide students with a series of meaningful contexts for the practice of listening, speaking, writing, and reading. A variety of authentic materials and experiences will be used to explore these themes and understand the products, practices, and perspectives of the cultures of the French-speaking world. The study of these materials will also be an opportunity for students to establish comparisons between their culture and the culture of Francophone countries. Approximately 90-95% of instruction and student participation will be in the target language.

Essential Questions 1. How are the various aspects of one’s identity expressed in life?

2. How does a person’s identity evolve throughout his or her life?

3. How do the roles of families and communities change in the French-speaking world?

4. How is modern life influenced by cultural practices, perspectives, and products?

5. How do developments in science and technology affect our lives?

6. What role do ethics play in scientific advancement?

7. What factors have driven innovation and discovery in the fields of science and technology?

8. What are the causes and possible solutions to environmental, political, and social challenges of our societies?

9. How do the criteria of beauty and aesthetics influence our daily life?

10. How does art challenge and reflect the values of our communities?

Assessment 1. Listening and reading comprehension quizzes 2. Vocabulary quizzes 3. Class debates 4. Class discussion 5. Weekly journal prompts 6. In-class persuasive essays 7. National French Exam 8. Fall Semester Exam: AP Mock exam 9. Spring Advanced Placement exam

10. Example of a weekly journal prompt: ​Students are given a list of possible topics on the unit (Example from the Public and Personal Entities: “Religious freedom in school”, “Marketing and identity”, “Piercings and Tattoos”...). They are asked to find a news article and a two-minute podcast, audio, or video on the topic. The sources must present a different point of view on the topic. In their journal, students express their point of view on the chosen topic. a. Critical Thinking: Evaluate the content of the resources to form a judgment b. Communication: Express a point of view citing sources for justification Skills Benchmarks 1. The student engages in the oral and written exchange of information, opinions, and ideas in a variety of time frames in informal situations.

2. The student elicits information and clarifies meaning by using a variety of strategies.

3. The student states and supports opinions in oral and written interactions.

4. The student initiates and sustains interaction through the use of various verbal and nonverbal strategies, and during written interpersonal communication in a variety of media.

5. The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.

6. The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.

7. The student self-monitors and adjusts language production.

8. The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).

9. The student demonstrates knowledge and understanding of content across disciplines 10. The student writes formal correspondence in a variety of media using appropriate formats and conventions.

11. The student writes informal correspondence in a variety of media using appropriate formats and conventions.

12. The student demonstrates comprehension of content from authentic audio, visual, and audiovisual resources.

13. The student understands the purpose of a message and the point of view of its author.

14. The student identifies the distinguishing features (e.g., type of resource, intended audience, purpose) of authentic audio, visual, and audiovisual resources.

15. The student demonstrates critical viewing or listening of audio, visual, and audiovisual resources in the target cultural context.

16. The student monitors comprehension and uses other sources to enhance understanding.

17. The student examines, compares, and reflects on products, practices, and perspectives of the target culture(s).

18. The student evaluates similarities and differences in the perspectives of the target culture(s) and his or her own culture(s) as found in audio, visual, and audiovisual resources.

Units 1. Personal and public entities 2. Families and communities

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Contemporary life Science and technology Global challenges Beauty and aesthetics

Textbooks and Resources 1. Delfosse Geneviève, Kurbegov Eliane, and Dragett Parthena.​ Thèmes​. Boston: Vista Higher Learning, 2016.

Updated May 2016

420 - Spanish I Course Description Grades: 9-12 Group: I Units: 1.0 The first year course in the Spanish language is based on the building blocks of the language.

This course encourages students to use the vocabulary, language structures, and grammar they have learned and to apply the concepts through projects, skits, presentations, interviews, and story creation. This course also exposes students to Hispanic culture through readings and video presentations.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. How does this knowledge and understanding impact us and our understanding of our own?

4. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

5. Why and how do we participate in multilingual communities at home and around the world?

Assessment 1. Participation 2. Oral quizzes 3. Written quizzes 4. Individual and group oral presentations 5. Compositions 6. Individual and group projects (Dancing) 7. Daily homework assignments 8. Chapter Tests 9. Fall and Spring cumulative exams Skills Benchmarks The student will be able to‌ 1. Express terms for greetings, identify where one is from, and use expressions of courtesy and greetings in the Spanish-speaking world.

2. Speak about demographic and cultural information concerning Hispanics in the United States and Canada.

3. Begin to express classroom and school-related words.

4. Name school courses and fields of study.

5. Describe people, places, and things in the present tense.

6. Explain family relationships.

7. Name various professions.

8. Explain surnames and families in the Spanish-speaking world.

9. Describe using adjectives and possessive adjectives.

10. Express names of sports and other pastimes and places in a city.

11. Narrate in the present.

12. Present tense of “Ir.” 13. The contraction “al.”

14. Ir a + infinitive 15. Verbs with stem changes.

16. Use terms for travel and vacation.

17. Describe using the present progressive.

18. Describe weather and seasonal expressions.

19. Describe using terms for clothing and shopping.

20. Describe colors.

21. Describe in the past, using the preterit.

22. Use the demonstrative adjectives and pronouns.

23. Use terms for daily routine with reflexive verbs.

24. Use negative and positive expressions.

25. Describe personal likes and dislikes.

26. Define sequencing events using transitional expressions.

Units 1.

2.

3.

4.

5.

6.

7.

Greetings and leave-takings The classroom and the school life The family Pastimes Travel and vacation Clothing and shopping Daily routine

Textbooks and Resources 1. VText Descubre 1 Lengua y cultura del mundo hispánico​ by Vista Higher Learning, 2014 2. Supersite Descubre 1 Lengua y cultura del mundo hispánico,​ Vista Higher Learning 2014 3. Easy Spanish Reader​ by William T. Tardy, latest edition Updated August 2016

422 - Spanish II Course Description Grades: 9-12 Group: I Units: 1.0 Prerequisite: Spanish I The second year continues to emphasize speaking and listening skills through a variety of instructional techniques and materials, including the text, internet activities, presentations, projects, listening comprehension, and reading comprehension exercises, thus enabling the student to speak, read, and write with greater fluency. ​Students will learn theme-based vocabulary and will integrate that vocabulary with grammatical concepts. ​ They are expected to use Spanish as their primary means of communication in class.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. How does this knowledge and understanding impact us and our understanding of our own?

4. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

5. Why and how do we participate in multilingual communities at home and around the world?

Assessment 1. Participation and use of Spanish 2. Quizzes 3. Individual and group oral presentations 4. Compositions 5. Individual and group projects 6. Daily homework assignments 7. Unit Tests 8. Fall and Spring Cumulative exams 9. The “Cuento Espantoso” project is a major assessment for the preterite and imperfect tenses unit. Students read, listen to, and watch a version of the traditional scary story “La Llorona” from Latin America. They also read a storybook written at Siempre Verde by Lovett and Ecuadorian students. Finally, they study a list of vocabulary related to scary stories. Then they collaborate in groups to write their own frightening story in Spanish.

After they have written and edited the story with the help of the teacher, they make a visual aid (storybook or video) and present it to the class. In this project, students communicate in Spanish and English to collaborate together and create their own work inspired by an authentic cultural resource. Over the course of the project, they work on reading and listening comprehension, writing, and oral presentation skills.

Skills Benchmarks The student will be able to: 1. Describe him/herself and others.

2. Conjugate, read and use the present indicative, including reflexive verbs, gustar and tener expressions.

3. Express completed past actions. (Preterit) 4. Express habitual or ongoing past events and conditions. (Imperfect) 5. Narrate in the past using the preterit and imperfect tenses.

6. Use formal and informal commands.

7. Use the prepositions por and para.

8. Use direct and indirect object pronouns.

9. Use terms related to the home, electronics, and the Internet.

10. Use terms related to cars and their accessories.

11. Name terms of the house and common household objects and chores.

12. Express will and emotion, doubt and denial, give orders, advice and suggestions with the subjunctive mood.

13. Use terms describing nature, the environment, conservation, and recycling.

14. Use the subjunctive with adjective clauses.

15. Use terms related to the city and the businesses found there.

16. Use terms related to healthy living and positive life choices.

17. React to various situations using the indicative and subjunctive moods.

Units Textbook Preliminary Chapters 1—6 with some supplemental vocabulary on childhood, travel, and city.

Textbooks and Resources 1. Descubre 2 Lengua y cultura del mundo hispánico​ by Vista Higher Learning, 2014, etext with Supersite access 2. Siempre Verde storybook Updated August 2018

424 - Honors Spanish II Course Description Grades: 9-12 Group: I Units: 1.0 Prerequisite: Spanish I AND teacher recommendation The second year continues to emphasize speaking and listening skills through a variety of instructional techniques and materials, including the text, Internet activities, formal and informal presentations, listening comprehension, and reading comprehension exercises, thus enabling the student to speak, read, and write with greater fluency. ​Students will learn theme-based vocabulary and will integrate that vocabulary with grammatical concepts.​ Students will also begin pre-Advanced Placement activities and are expected to use Spanish as their primary means of communication in class.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. How does this knowledge and understanding impact us and influence our understanding of our own culture and traditions?

4. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

5. Why and how do we participate in multilingual communities at home and around the world?

Assessment 1. Participation and use of Spanish 2. Quizzes (written or oral) 3. Individual and group oral presentations 4. Compositions 5. Individual and group projects 6. Cajas de cartón​ is a major group project in the second semester: students must think critically about the situation of the main character as he and his family are at odds with U.S. immigration laws and regulations concerning child labor and schooling requirements. They must also reflect on the dire economic reality of this migrant farm family, another aspect of this project that carries them beyond the walls of the classroom as they collaborate to create a finished project that allows them to take on the roles of the main characters in the story, hopefully creating an empathetic and compassionate response to those in this situation.

7. Daily homework assignments 8. Unit Tests 9. Fall and Spring cumulative exams Skills Benchmarks

The student will be able to: 1. Describe self and others.

2. Conjugate, read and use the present indicative, including reflexive verbs, gustar and tener expressions.

3. Express completed past actions. (Preterit) 4. Express habitual or ongoing past events and conditions. (Imperfect) 5. Narrate in the past using the preterit and imperfect tenses.

6. Use formal and informal commands.

7. Use the prepositions por and para.

8. Use direct and indirect object pronouns.

9. Use terms related to the home, electronics, and the Internet.

10. Use terms related to cars and their accessories.

11. Use expressions with se.

12. Name terms of the house and common household objects and chores.

13. Express will and emotion, doubt and denial, give orders, advice and suggestions with the subjunctive mood.

14. Use terms describing nature, the environment, conservation, and recycling.

15. Use the subjunctive with adjective clauses and adverbial clauses.

16. Use terms related to the city and the businesses found there.

17. Use terms related to healthy living and positive life choices.

18. React to various situations using the indicative and subjunctive moods.

19. Use the future and conditional tenses to describe anticipated or hypothetical events.

20. Read and respond to Spanish language literature.

21. Produce a short film and storyboard to demonstrate the understanding of a piece of literature (Cajas de cartón) Units Textbook Chapters 1—6 with supplemental vocabulary on childhood, travel, the home, food, nature, animals and the city.

Textbooks and Resources 1. Descubre Nivel 2 etext 2. Cajas de cartón (Francisco Jiménez) 3. Siempre Verde story book Updated August 2018

426 - Spanish III Course Description Grades: 9-12 Group: I Units: 1.0 Prerequisite: 422 - Spanish II or 424 - Spanish II Honors Spanish III broadens our students’ knowledge of Spanish vocabulary and grammar concepts while engaging them in a variety of activities to strengthen their understanding of Spanish language usage through practice. Listening comprehension activities, writing assignments, songs, participation in group discussions and debates, and individual and group oral presentations enable students to speak, read, and write with greater fluency. Approximately 90-95% of the instruction and student participation should be in the target language.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. How does this knowledge and understanding impact us and our understanding of our own culture?

4. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

5. Why and how do we participate in multilingual communities at home and around the world?

Assessment 1. Participation 2. Oral assessments 3. Written quizzes 4. Individual and group oral presentations 5. Writing assignments 6. Individual and group projects 7. A common project assigned for the unit on “Health and Wellness” addresses the following essential questions: What are the social, political and environmental challenges that countries around the world face in the 21st century? What are the origins behind said challenges? How do these challenges affect the health and well-being of the populations they affect? What are some possible solutions to said challenges? a. Throughout this project, students are challenged to address the following objectives: i.

Reflect​ upon a variety of global issues prevalent in 21st-century societies around the world. ii.

Explore​ how one specific global issue manifests itself (from a health/well-being standpoint) in two different regions of the world: 1. One Spanish-speaking country/community

2. One region, state or community here in the United States Compare and contrast​ the similarities and differences of how the global issue affects the two chosen communities/regions of the world. iv.

Work ​collaboratively​ to propose a solution that would address the global issue in both of the chosen communities/regions of the world b. The final product for this project will have both a written and oral component in which students will present the findings of their research in a clear and creative way. Additionally, at the end of their presentation, they will engage their peers with two to three thought-provoking discussion questions that aim to foster meaningful dialogue around the real challenges that different populations around the world face as regards their overall health and well-being.

8. Daily homework assignments 9. Tests 10. Fall and Spring cumulative exams iii.

Skills Benchmarks ​The student will be able to: 1. Describe personality, feelings and relationships with others 2. Conjugate, read and narrate in the present 3. Describe daily routines, hobbies, and extra-curricular activities 4. Use direct and indirect object pronouns, and combine double object pronouns 5. Use reflexive verbs 6. Express personal likes and dislikes and those of others 7. Narrate and read in the past 8. Express completed past actions 9. Express habitual or ongoing past events and conditions 10. Use media-related vocabulary 11. Give formal and informal commands 12. Use the subjunctive to express will, emotion, doubt, denial and to give orders and advice 13. Use family-related vocabulary 14. Use and distinguish the differences between por and para 15. Make comparisons and use superlatives 16. Express uncertainty and indefiniteness by using the subjunctive in adjective clauses 17. Use negative and positive expressions 18. Describe and express opinions about the environment and nature 19. Use the future and conditional tenses in their appropriate contexts Units Textbook Chapters 1-6 Textbooks and Resources Descubre Nivel 3 Updated June 2016

428 - Honors Spanish III Course Description Grades: 9-12 Group: I Units: 1.0 Prerequisite: 422 - Spanish II or 424 - Spanish II Honors AND teacher recommendation This course is designed for the accelerated Spanish III student. Emphasis is given to developing sound listening and speaking skills, at an intermediate level of proficiency. Students are formally introduced to the study of Hispanic writers, artists, and other cultural icons. Usage of verb tenses and moods is expanded to improve writing and reading comprehension skills. The culture of the diverse Spanish-speaking world is presented through videos, readings, and authentic materials. Approximately 90-95% of the instruction and student participation should be in the target language.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. How does this knowledge and understanding impact us and our understanding of our own?

4. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

5. Why and how do we participate in multilingual communities at home and around the world?

Assessment 1. Participation (full Spanish immersion) 2. Oral assessments 3. Written quizzes 4. Individual and group oral presentations 5. Compositions 6. Individual and group projects 7. A common project assigned for the unit on “Health and Wellness” addresses the following essential questions: What are the social, political and environmental challenges that countries around the world face in the 21st century? What are the origins behind said challenges? How do these challenges affect the health and well-being of the populations they affect? What are some possible solutions to said challenges? a. Throughout this project, students are challenged to address the following objectives: i.

Reflect​ upon a variety of global issues prevalent in 21st-century societies around the world. ii.

Explore​ how one specific global issue manifests itself (from a health/well-being standpoint) in two different regions of the world:

1. One Spanish-speaking country/community.

2. One region, state or community here in the United States iii.

Compare and contrast​ the similarities and differences of how the global issue affects the two chosen communities/regions of the world. iv.

Work ​collaboratively​ to propose a solution that would address the global issue in both of the chosen communities/regions of the world b. The final product for this project will have both a written and oral component in which students will present the findings of their research in a clear and creative way. Additionally, at the end of their presentation, they will engage their peers with two to three thought-provoking discussion questions that aim to foster meaningful dialogue around the real challenges that different populations around the world face as regards their overall health and well-being.

8. Daily homework assignments 9. Tests 10. Fall and Spring cumulative exams Skills Benchmarks ​The student will be able to: 1. Describe personality, feelings self and relationships with others 2. Conjugate, read and narrate in the present 3. Describe daily routines, hobbies, and extracurricular activities 4. Describe household tasks and shopping/errands 5. Use direct and indirect object pronouns, and combine double object pronouns 6. Use reflexive verbs 7. Express personal likes and dislikes and those of others 8. Narrate and read in the past 9. Express completed past actions 10. Express habitual or ongoing past events and conditions 11. Describe illnesses, treatments, health, and wellness 12. Give formal and informal commands 13. Use the subjunctive to express will, emotion, doubt, denial and to give orders and advice 14. Describe past and future travel experiences and plans and communicate 15. Communicate needs and make plans for traveling in Spanish speaking countries 16. Use and distinguish the differences between por and para 17. Make comparisons and use superlatives 18. Express uncertainty and indefiniteness by using the subjunctive in adjective clauses 19. Use negative and positive expressions 20. Describe and express opinions about the environment and nature 21. Use the subjunctive in adverbial clauses 22. Use “si” clause when making hypothetical statements.

23. Use the Discuss future and conditional tenses in their appropriate contexts events 24. Discuss science and technology and its impact on our society 25. Use past participles as adjectives, the present perfect and past perfect.

26. Comprehend, analyze, and describe characters from selected poems and short stories 27. Discuss plot development and characters, as well as issues surrounding immigration as a follow up to “Bajo la misma luna.”

28. Retell selected readings orally and through written assignments and/or video projects 29. Use the present, past, and present perfect tenses Units Textbook Chapters 1-7 Textbooks and Resources 1. Descubre Nivel 3 2. Galería de Arte y Vida (Selected Readings) 3. “Bajo la misma luna” Updated June 2016

430 - Spanish IV Course Description Grades: 10-12 Group: I Units: 1.0 Prerequisite: 426 - Spanish III or 428 - Spanish III Honors; year-long average of 75 or higher for rising 11th and 12th The fourth year in the Spanish sequence is designed to foster mastery of the remaining grammar structures. Spanish is used almost exclusively as the medium of communication in the classroom. Students will also work on improving reading comprehension and writing skills at a more advanced level. Articles, cultural readings, YouTube videos, movies, and a multimedia text will be used to examine cultural topics. Approximately 90-95% of the instruction and student participation should be in the target language.

Essential Questions 1. How do I communicate in oral and written Spanish with and about the world around me, using correct grammatical constructs and relevant vocabulary?

2. Can I use simple and indicative and subjunctive structures to communicate in both oral and written form?

3. Am I able to understand native speakers and written material on a variety of topics such as the environment, human rights, personal relationships, politics, and current events?

4. Do I have an understanding of the cultural differences that exist between Hispanic cultures and my own?

5. How does learning about other cultures and countries help me to be a better global citizen?

Assessments 1. Quizzes 2. Skits / Presentations / Projects a. A common project assigned for the unit on “Personal Relationships” addresses the following essential question: What obstacles must two individuals overcome in order to establish a romantic relationship with each other in the 21st century?

Are these obstacles greater or more difficult to overcome when these two people are from differing backgrounds and cultures? Based on the KWL chart, students are asked to: i.

Collaboratively ​reflect o ​ n what they think they know about the dating culture here in the United States ii.

Actively ​explore t​ heir own curiosities about the dating culture in an assigned country abroad (countries selected are not limited to Spanish-speaking parts of the world but rather are chosen from all continents so to highlight varying ideologies, traditions, and customs as they relate to personal relationships)

Compare and contrast​ what they have learned in their research with their own understandings here in the United States. iv.

Create​ a story in which two hypothetical individuals of different cultural and/or ideological backgrounds must overcome certain obstacles in order to be together. b. The final product for this project will have both a written and oral component (both expressed in the target language) in which students​ express the way in which their chosen individuals maneuver through societal expectation and cultural norms to make their relationship viable and long-lasting.​ Compositions 3. Unit tests 4. Listening assessments 5. Fall and spring cumulative exams iii.

Skills Benchmarks At the end of the course, students will be able to…

1. Use Spanish vocabulary to describe relationships, feelings, personalities, personal beliefs, and to describe and debate on issues related to the environment, human rights, political systems, and a variety of cultural topics.

2. Conjugate and use simple tenses in the subjunctive and in the indicative.

3. Discuss the customs and lives of Spanish speakers in different areas of both Spain and Latin America.

4. Create videos using the vocabulary and grammar presented in the chapter.

5. Use the vocabulary to tell stories and to describe photos and pictures.

6. Discuss the ways in which Hispanic immigration into the United States has affected our culture.

7. Analyze the ways in which political systems in Latin America have affected human rights.

8. Analyze authentic materials to identify cultural elements.

9. Create dialogues and stories integrating the vocabulary and grammar presented in the chapter.

Units 1.

2.

3.

4.

5.

6.

Live and Feel Life in a City Generations in movement Nature and the environment Beliefs and Ideologies The world of work and finance

Textbooks and Resources Imagina, Español sin barrerra, B ​ lanco, Tocaimaza-Hatch, Vista Higher Learning Updated May 2016

432 - Honors Spanish IV Course Description Grades: 10-12 Group: I Units: 1.0 Prerequisite: 426 - Spanish III or 428 - Spanish III Honors AND teacher recommendation This course is designed to foster mastery of the remaining grammar structures and to prepare students for possible placement in an AP language course. Spanish is used almost exclusively as the medium of communication in the classroom. Hispanic writers, YouTube videos, movies, and a multimedia text will be used to examine cultural topics. Approximately 90-95% of the instruction and student participation should be in the target language.

Essential Questions 1. How do I communicate in oral and written Spanish with and about the world around me, using advanced grammatical constructs and relevant vocabulary?

2. Can I use both simple and compound indicative and subjunctive structures to communicate in both oral and written form?

3. Am I able to understand native speakers and written material on a variety of topics such as the environment, human rights, personal relationships, politics and current events?

4. Do I have an understanding of the cultural differences that exist between Hispanic cultures and my own?

5. How do I learn to identify my own points of view as I learn about those of others?

6. How does learning about other cultures and countries help me to be a better global citizen?

Assessments 1. Quizzes 2. Skits / Presentations / Projects a. Typical projects include preparation for a class debate on the topic of the Coca leaf cultivation. Students investigate the topic from the point of view of the coca farmer who is trying to subsist on the land and from the point of view of the government who is trying to eradicate coca production in an effort to clamp down on the production of cocaine. Students are assigned a point of view, with which they may or may not agree and have to put themselves in the shoes of that person, be it a politician or an indigenous farmer. They then present their point of view defending their position. This project is designed to practice collaboration in group investigation, as well as giving practice in presentational speaking skills.

Students gain insight into other cultures, and learn to appreciate differing points of view. Compositions 3. Unit tests 4. Listening assessments 5. Fall and spring cumulative exams

Skills Benchmarks At the end of the course, students will be able to…

1. Use Spanish vocabulary to describe relationships, feelings, personalities, personal beliefs, and to describe and debate on issues related to the environment, human rights, political systems, and a variety of cultural topics.

2. Conjugate and use both simple and compound tenses in the subjunctive and in the indicative.

3. Analyze literary texts in short stories, and in current print media.

4. Discuss the customs and lives of Hispanics in different areas of Latin America.

5. Discuss the works of artists, musicians, and other figures of importance in Hispanic culture.

6. Express both real and contrary to fact conditions.

7. Use the sequence of tenses in an accurate way in both written and oral expression.

8. Create videos using the vocabulary and grammar presented in the chapter.

9. Use the vocabulary to tell stories and to describe photos and pictures.

10. Discuss the ways in which Hispanic immigration into the United States has affected our culture.

11. Analyze the ways in which political systems in Latin America have affected human rights.

12. Analyze authentic materials to identify cultural elements.

Units 1.

2.

3.

4.

5.

6.

7.

Live and Feel Life in a City Media Generations in movement Nature and the environment Beliefs and Ideologies The world of work and finance

Textbooks and Resources Imagina, Español Sin Barrerra, ​Blanco, Tocaimaza-Hatch, Vista Higher Learning Updated May 2016

434 - Spanish V and 438 - Spanish VI Course Description Grades: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 75 or higher in 430 - Spanish IV or 432 - Spanish IV Honors This two-year sequence uses a student-centered, proficiency-oriented, and task-based approach in order to help students develop communicative competence in listening, speaking, reading, and writing Spanish, as well as fostering an understanding of the close relationship between the Spanish language and the Hispanic culture. The course rotates themes each year, so that students may continue from Spanish V to VI without repeating material. During the first year, students will study the history and culture of Mexico, ending with an analysis of contemporary issues. The following year, students will focus on Latin America, where they will examine the history, culture, and contemporary issues of the region. Through projects and presentations, students will improve proficiency in all aspects of the target language. The course as a whole will serve to improve each student’s confidence in and ability to express him or herself in Spanish, while expanding knowledge of Hispanic history and culture.

Essential Questions 1. Why is it important to learn to communicate effectively in Spanish in today’s world?

2. Why is it important for students to study and understand other cultures, history and traditions and compare them to their own?

3. How can students better connect with their communities by studying Spanish and Latin American culture?

Assessment 1. Daily homework assignments 2. Reading comprehension questions 3. Vocabulary quizzes 4. Debates and daily participation activities 5. Unit projects 6. Presentations 7. Fall and spring cumulative exam or project 8. Sample Unit Project - If I had a million dollars… “Si yo tuviera un millon de dolares…”: ​Each student represents the Environmental Minister of a different Latin American country. They are competing for a $1,000,000 grant from the UN to work on solving a national environmental issue. They must create compelling presentations including a visual, a speech, and a written letter to convince the UN committee that their proposed project is viable and meets a critical environmental need. After the presentations, the class votes for the project that most deserves the grant. This project encourages students to solve problems using creativity, interdisciplinary knowledge, and critical thinking. They must then hone their Spanish communicative abilities in order to persuade their teacher and classmates.

Skills Benchmarks At the end of the course, students will be able to‌ 1. Communicate in Spanish more fluently, effectively, and efficiently 2. Improve listening comprehension, especially when listening to native Spanish speakers 3. Improve reading comprehension of authentic Spanish language materials 4. More confidently give their opinions and express ideas on current events from Mexico and the rest of Latin America.

5. Compare and contrast the culture and history of the United States with that of Latin America 6. Analyze and discuss the origin of key cultural elements from Latin America Units Mexico - year 1 1. Prehispanic Mesoamerica and the Conquest 2. Spanish Viceroyalty and Independence 3. The Mexican-American War 4. The Reform and the Revolution 5. Culture and Literature 6. Modern Mexico Modern Latin America - year 2 1. Traditions and geography 2. Government 3. Environment 4. Culture - art, literature, and music 5. Migration & Narcotrafficking Textbooks and Resources As provided by the instructors.

Updated July 2018

436 - AP Spanish Language and Culture Course Description Grades: 11-12 Group: I Units: 1.0 Prerequisite: 432 - Spanish IV Honors AND teacher recommendation Fee: $94 AP Exam Fee The AP Spanish Language and Culture course, which is designed around themes, takes a holistic approach to language proficiency. Students are encouraged to learn language structures and to apply them in context through meaningful conversation. Students are required to take the AP exam at the conclusion of this course. Approximately 90-95% of the instruction and student participation should be in the target language.

Essential Questions 1. Global Challenges: ​What environmental, political and social issues pose challenges to societies throughout the Spanish-speaking world? What are the origins of those issues?

What are the possible solutions to those challenges?

2. Beauty and Aesthetics: ​How are perceptions of beauty and creativity established? How do ideas of beauty and aesthetics influence daily life? How to the arts both challenge and reflect cultural perspective?

3. Families and Communities: ​What constitutes a family in different societies? How do individuals contribute to the well-being of communities? How do the roles that families and communities assume differ in societies around the world?

4. Personal and Public Identities: ​How are aspects of identity expressed in various situations? How do language and culture influence identity? How does one’s identity develop over time?

5. Science and Technology: ​How do developments in science and technology affect our lives? What factors have driven innovation and discovery in the fields of science and technology? What role do ethics play in scientific advancement?

6. Contemporary Life: ​How do societies and individuals define “quality of life?” How is contemporary life influenced by cultural products, practices, and perspectives? What are the challenges of contemporary life?

Assessment 1. AP-style exercises (Short Dialogues and narratives; Long Dialogues and Narratives; Reading Comprehension; Interpersonal Writing; Presentational Writing; Interpersonal Speaking and Presentational Speaking) 2. Essays 3. Roundtable discussions 4. Projects 5. Fall semester exam 6. Mock AP Exam (Spring) 7. Spring Advanced Placement exam

Skills Benchmarks At the core of the AP Spanish Language and Culture course are six groups of ​learning objectives i​ dentifying what students should know and be able to do across the three modes of communication. These objectives outline expectations of student abilities in the following areas: ● Spoken Interpersonal Communication ● Written Interpersonal Communication ● Audio, Visual, and Audiovisual Interpretive Communication ● Written and Print Interpretive Communication ● Spoken Presentational Communication ● Written Presentational Communication At the end of the course, the students will be able to …

1. Express themselves in Spanish throughout the course of the class.

2. Read and write extensively in Spanish.

3. Read short stories, news articles, and books written by well-known Hispanic and Latin American writers.

4. Demonstrate proficiency in the four language skills: listening comprehension, speaking, reading, and writing.

5. Become familiar with the different Spanish and Latin American cultures through the language and experiences in the classroom.

6. Become familiar with the Spanish-speaking countries (including the United States), learning about their similarities as well as their differences.

7. Become proficient in using the language to deal with daily situations.

Overarching Premise - ​When communicating, students in the AP Spanish Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).

Units 1. Personal and Public Identities a. Alienation and Assimilation b. Beliefs and Values c. Gender and Sexuality d. Language and Identity e. Multiculturalism f. Nationalism and Patriotism 2.

Families and Communities a. Age and Class b. Childhood and Adolescence c. Citizenship d. Customs and Ceremonies e. Family Structures f. Friendship and Love g. Rites of Passage

h. Travel Contemporary Life a. Advertising and Marketing b. Education c. Holidays and Celebrations d. Housing and Shelter e. Leisure and Sports f. Professions 4.

Beauty and Aesthetics a. Architecture b. Contributions to World Artistic Heritage c. Ideals of Beauty d. Literature e. Music f. Performing Arts g. Visual Arts 5. Science and Technology a. Current Research Topics b. Discoveries and Inventions c. Ethical Questions d. Future Technologies e. Intellectual Property f. The New Media g. Social Impact of Technology 6. Global Challenges a. Diversity Issues - Tolerance b. Economic Issues c. Environmental Issues d. Health Issues e. Human Rights f. Nutrition and Food Safety g. Peace and War 3.

Textbooks and Resources 1. Parthena Draggett, Cole Conlin, Max Ehrsam and Elizabeth Millán. Temas ​AP® Spanish Language and Culture​, Vista Higher Learning, 2014. Textbook and Vista Higher Learning Supersite.

2. Jorge Frisancho, María T. Redmon, Marta Lucía Restrepo Bravo. ​AP® Spanish Language and Culture Exam Preparation​, Vista Higher Learning, 2014 and Vista Higher Learning Supersite.

3. José M. Díaz. ​AP® Spanish Preparing for the Language Examination​, Prentice Hall, 2014.

Updated August 2016

437 - AP Spanish Literature and Culture Course Description Grade: 12 Group: I Units: 1.0 Prerequisite: 436 - AP Spanish Language and Culture AND teacher recommendation Fee: $94 AP Exam Fee The AP course in Spanish literature is a course designed to introduce students who have advanced language skills to the formal study of a representative body of literary texts in Spanish. Since some of the required works are quite lengthy and are to be read and studied in their entirety, students will be required to use vacation time for a first reading designed to acquire general understandings of the works prior to their in-depth study. Approximately 95-100% of the instruction and student participation should be in the target language. Students will take the AP Spanish Literature examination at the end of the course.

Essential Questions 1. What can we learn about ourselves through literature?

2. How do literary works reveal the perspectives and customs of a culture in a time period?

3. In what way does the literary, historical, socio-cultural, and geopolitical context affect the literary creation of a given time period?

4. What questions and dilemmas present in literary works by different authors and in different time periods and cultures remain relevant even today?

5. What does the study of Spanish-language literature contribute to the study of Spanish as a language?

6. What questions does literature suggest about literature in and of itself and other art forms?

Assessment 1. AP-style reading comprehension exercises 2. Essay and short answer quizzes 3. Formal Compositions 4. Seminar-style question and answer 5. Class presentations 6. Fall semester exam 7. Spring Advanced Placement exam Skills Benchmarks At the end of the course, students will be able to…

1. Read, comprehend, and analyze works in 14​th​ through 20​th​ c. short stories, poetry, novels, and plays.

2. Discuss the major structural elements of a narrative, including setting, conflict, suspense, turning point, climax, and falling action.

3. Discuss character development as it relates to the main themes.

4.

5.

6.

7.

8.

9.

Recognize and discuss major themes and style in literature.

Identify and distinguish salient characteristics of sonnets, ballads, and plays.

Identify and discuss literary devices used in poetry and prose.

Write a cohesive analysis of a piece of literature.

Identify and analyze tone and language in the context of a literary theme.

Discuss the social significance of the literary work as it relates to contemporary experience.

Units 1. El Medieval 2. El Renacimiento 3. El Siglo de Oro 4. El Romanticismo 5. El Existencialismo 6. La Generación del 98 7. El Siglo XX 8. El Naturalismo 9. El Realismo 10. El Modernismo 11. La Generación del 27 12. El Surrealismo 13. El Boom/Narrativa del siglo XX 14. La Poesía Negra 15. El Teatro del Absurdo 16. La Literatura Chicana Themes 1. La Sociedades en Contacto (La asimilación y la marginación, La diversidad, Las divisiones, socioeconómicas, El imperialismo, El nacionalismo y regionalismo 2. La Creación Literaria (La intertextualidad, La literatura autoconsciente, El proceso creativo, El texto y sus contextos) 3. La Construcción del Género (El machismo, Las relaciones sociales, El sistema patriarcal, La sexualidad , La tradición y la ruptura) 4. Las Relaciones Interpersonales (La amistad y la hostilidad, El amor y el desprecio, La comunicación o falta de comunicación, El individuo y la comunidad, Las relaciones de poder, Las relaciones familiares) 5. La Dualidad del Ser (La construcción de la realidad, La espiritualidad y la religión, La imagen pública y la imagen privada, La introspección) 6. El Tiempo y El Espacio (El carpe diem y el memento morí, El individuo en su entorno, La naturaleza y el ambiente, La relación entre el tiempo y el espacio, El tiempo lineal y el tiempo circular, La trayectoria y la transformación) Textbooks and Resources 1. Azulejo, 2nd edition Updated January 2018

442 - Language and Cultural Immersion Course Description Grades: Rising 10-12 Group: I Units: 0.5 Offered: Summer only Prerequisite: Year-long average of 85 or higher in Spanish I, II, II Honors, III or III Honors AND teacher recommendation Fee: approx. $3,500 plus personal expenses, tips, and airport exit tax This 14-day summer course uses Siempre Verde and Ecuador as an experiential learning environment and forms part of the interdisciplinary Cloudforest Classroom curriculum. This class focuses on the culture of the remote and beautiful Intag region while offering students a chance to improve their communication skills in Spanish. In addition to their intensive Spanish coursework, students will do homestays while volunteering for service projects in local communities.

Note: This course does not count towards the language graduation requirement; students receive elective credit only. Based on initial conversations and performance on the final exam, students may earn placement into a higher level of Spanish.

Updated August 2018

450 - Latin II Course Description Grade: 9 Group: I Units: 1.0 Prerequisite: Middle School Latin IB or Middle School Latin I AND teacher recommendation Latin II starts by reviewing and improving grammar and translation skills learned in Latin I. New grammar concepts and more difficult translations are gradually introduced throughout the year.

Students will also continue to build a solid foundation of Latin vocabulary. Each unit will contain a cultural component, focusing on different aspects of Classical Mythology. Projects reviewing the relevant grammar and mythology are an integral part of the class.

Essential Questions 1. What are the basic components of Latin grammar and syntax, including word order, nouns, adjectives, pronouns, participles, etc.?

2. How does Latin grammar and syntax compare with English?

3. What are the basic components of Greco-Roman mythology, including the gods, their attributes, major stories, etc.? How do these stories and figures affect modern culture and art?

4. What are the early Roman myths and how do these myths fit into Roman history overall?

Assessment 1. Unit Tests 2. Vocabulary Tests 3. Grammar Quizzes 4. Translations 5. Translation Quizzes 6. Homework 7. Two Projects per semester 8. Participation 9. Fall and spring cumulative exams Assessment Example: Lovers Newspaper Project In this project, the students are tasked with writing a short newspaper article in Latin reporting on one of the mythological stories about lovers that the class has been learning. They must include relevant points of grammar, including the skill benchmarks of reproducing relative pronouns and conjugating passive verbs. The story must be told creatively in a journalistic, sensationalized style similar to a tabloid and the students must collaborate on the best way to tell the story. The final product will also contain a picture advertisement for a product that would help or facilitate the lovers’ unions and solve their problems (i.e. what comes between them and prevents their love). The students will use a cartoon creation program to build and market their invention.

Skills Benchmarks At the end of the course, students will be able to…

1. Understand and use the case system for nouns/adjectives in Latin 2. Conjugate and translate verbs in all tenses and the active/passive voices 3. Recognize, reproduce, and translate personal, demonstrative, and relative pronouns 4. Recognize and translate seven uses of the ablative case 5. Recognize, produce, and translate participles 6. Recognize and translate ablative absolutes 7. Recall a great deal of Latin vocabulary (High Frequency Vocabulary 1-300; Ecce 1-24 Verbs with principal parts) 8. Translate passages of edited Latin 9. Understand the major stories and gods found in Greco-Roman mythology 10. Recognize Greco-Roman gods and stories as well as early Roman myths and history in paintings and other works of art Units 1. Review of Cases, Declensions 1-3 (Nouns and Adjectives), Present/Imperfect Tense; HF Vocabulary 1-50, Ecce Chapters 1-4 Verbs 2. Perfect and Pluperfect Tense and Personal and Reflexive Pronouns; HF Vocabulary 1-75, Ecce Chapters 1-7 Verbs Vocab; Greek and Roman Gods and Goddesses 3. 4​th​/5​th​ declension, Future/Future Perfect Tense, Demonstrative Pronouns; HF Vocabulary 1-100, Ecce Chapters 1-10 Verbs; Heroes and Monsters 4. Active/Passive Verbs (Present, Imperfect, Future), Relative Pronouns; ​HF Vocabulary 1-150, Ecce 1-15 Verbs;​ Mythological Groups 5. Active/Passive Verbs (Perfect, Pluperfect, Future Perfect); HF Vocabulary 1-200, Ecce 1-24 Verbs ; Myths about Lovers 6. Comparative/Superlative Adjectives/Adverbs, b HF Vocabulary 1-250; Roman Stories 7. Participles, Ablative Absolutes; bHF Vocabulary 1-300; Trojan War Myths Updated June 2016

452 - Honors Latin II Course Description Grade: 9 Group: I Units: 1.0 Prerequisite: Latin I AND teacher recommendation This course continues the foundation built in the middle-school Latin IA and Latin IB Advanced courses. The first semester will be devoted to the inculcation of the grammatical concepts. In the spring, the course will shift to a reading-based approach using passages of Livy and excerpts from Caesar’s Gallic Wars. In addition, every student will study classical mythology throughout the year.

Essential Questions 1. How does the acquisition of Latin grammar and vocabulary enhance our understanding of our own language?

2. How does the acquisition of Latin grammar and vocabulary enhance our critical thinking skills?

3. How does the reading of primary sources (Livy, Caesar) increase our understanding and appreciation of Classical culture and, in turn, how those events are mirrored in our own society and history?

Assessment 1. Grammar forms and usage tests and quizzes 2. Daily quizzes on reading assignments 3. Mythology and Culture tests 4. Vocabulary quizzes 5. National Latin Exam 6. History of Rome tests 7. Fall and spring cumulative exam Skills Benchmarks At the end of the course, students will be able to‌ 1. Translate and form participles and ablative absolutes 2. Understand and describe various aspects of Roman culture 3. Form and use the subjunctive 4. Form all five infinitives and translate them as complimentary or indirect statements from Latin to English or vice versa 5. Form prefixes and suffixes in Latin and understand how they affect meaning in English 6. Explain how infinitives and the subjunctive mood are used in English 7. Read connected prose passages that feature the subjunctive 8. Read 10-15 lines of prose per night 9. Manipulate complex grammatical concepts in reading passages

10. Read for historical content and comprehension, not just for translation and grammatical identification 11. Become familiar with the epics of Homer and Vergil and the characters therein 12. Demonstrate knowledge of a wide range of classical mythology 13. Read Caesar with fluency Units 1. Review of Declensions / Conjugations / Adverbs / Adjectives / Pronouns 2. Review of Vocabulary, chapters 1-36 3. Participles / Indirect Statement 4. Participles / Ablative Absolutes 5. Infinitives / Indirect Statement 6. Forms of Subjunctive 7. Uses of the Subjunctive 8. Readings—History of Rome 9. Readings—Caesar 10. Vocabulary, chapters 37-48

Textbooks and Resources 1. Second Year Latin​, Jenney 2. Ecce Romani​ IIB 3. Edith Hamilton’s ​Mythology Updated June 2014

454 - Latin III Course Description Grade: 10 Group: I Units: 1.0 Prerequisite: 450 - Latin II or 452 - Latin II Honors This course will focus on the acquisition of the more sophisticated grammatical concepts introduced. In the second semester, students will read passages related to the myth of Jason and the Argonauts. The readings will generate an ancillary study in Roman culture and mythology.

Essential Questions 1. How does the acquisition of the Latin language enhance our understanding of our own language?

2. How does the acquisition of the Latin language enhance our critical thinking skills?

3. How do our readings and cultural discussions increase our understanding and appreciation of Classical culture, and in turn, how those events are mirrored in our own society?

4. How does our study of the Classical world provide a framework in which to view other academic disciplines such as fine arts, history, and literature?

5. How does the study of Latin vocabulary enhance our English vocabulary?

6. How does the study of Latin grammar enable a better understanding of the English language and grammatical constructions?

7. How does our knowledge of more advanced Latin grammar enhance our ability to read the passages in Ecce Romani and Jenny’s Second Year Latin?

8. How do the readings in Ecce Romani and Jenny’s Second Year Latin help us develop an understanding of important cultural institutions and practices in the Classical World?

Assessment 1. Grammar forms and usage tests 2. Culture tests 3. Projects 4. Vocabulary quizzes 5. National Latin Exam 6. Fall and spring cumulative exam 7. In addition to the general assessment tools listed above, describe one specific assessment from a unit. Describe how it assesses critical thinking, communication, creativity, and/or collaboration. Describe how it specifically assesses one or more of the skills benchmarks below.

Skills Benchmarks ​At the end of the course, students will be able to…

1. Describe nouns by different types of participles

2. Recognize and translate ablative absolutes 3. Know how to form participles and ablative absolutes 4. Learn the perfect active and passive infinitive and the future active infinitive 5. Express statements indirectly using all types of infinitives 6. Learn the irregular verbs mallo and fio 7. Learn how to form the present, imperfect, perfect, and pluperfect subjunctives 8. Employ the subjunctive in appropriate subjunctive clauses 9. Recognize and translate subjunctive clauses 10. Gain greater fluency in reading through reading the Labors of Hercules 11. Distinguish between different ut and other subjunctive clauses 12. Distinguish between gerunds and gerundives 13. Achieve a detailed understanding of the story of Hercules and his labors Units 1.

2.

3.

4.

5.

6.

Participles and Ablative Absolutes Indirect Statements Subjunctives Ut clauses Labors of Hercules Jason and the Argonauts

Textbooks and Resources Second Year Latin, J​ enny (second half of book) Updated June 2014

456 - Honors Latin III Course Description Grade: 10 Group: I Units: 1.0 Prerequisite: 450 - Latin II or 452 - Latin II Honors AND teacher recommendation This is an accelerated translation and interpretation course of several salient Latin authors of the late republic and early empire. During the fall semester, the class will focus on the writings of Cicero as a window into the late Roman republic. In the spring semester, students will be exposed to Ovid, Catullus, and Pliny. Participation on the National Latin Exam is required.

Essential Questions 1. How does the study of Cicero’s orations enhance our understanding of Roman law and consequently of our own legal system?

2. How and why did Cicero’s essays influence the humanists in the Renaissance?

3. Why is the study of the disintegration of the Roman Republic important in evaluating our own checks and balances system of government?

4. How is the study of historiography in the ancient world different in intent and content from the study of history today?

5. Why is reading the orations of Cicero a valuable bridge to gaining Latin language fluency?

6. How is the study of poetry (Ovid / Catullus) a valuable enterprise towards understanding aspects of the universal human condition?

Assessment 1. Grammar forms and usage tests 2. Culture / history tests 3. Projects 4. Vocabulary quizzes 5. Daily quizzes over translation assignments 6. National Latin Exam 7. Fall and spring cumulative exams Skills Benchmarks At the end of the course, students will be …

1. Familiar with the figures of speech and legal argument employed by Cicero.

2. Familiar with many aspects of Roman culture, mythology, and history.

3. Proficient with extensive new vocabulary.

4. Able to read 15 lines of connected prose of Cicero or 15 lines of Pliny’s letters (per evening) with accuracy and facility, understanding the passages for historical content.

5. Able to read 10 lines of Latin epic poetry (per evening) with accuracy and sensitivity to poetic word order.

6. Able to scan the dactylic hexameter meter of epic poetry.

7. Able to recognize complex grammatical concepts with increasing insight.

8. Able to read passages of unseen prose and poetry.

9. Grammar benchmarks?

Units 1.

2.

3.

4.

5.

6.

7.

8.

Review, including vocabulary chapters 1-48 Roman History 753 BC-31 BC Caesar Cicero—Speeches Cicero—Letters Ovid and Poetry Asterix the Gaul Vocabulary chapters 49-53, Lists 1-10

Textbooks and Resources Third Year Latin, J​ enny Edith Hamilton’s ​Mythology Updated June 2014

458 - Latin IV and 462 - Latin V, Year 1 Course Description Grade: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 75 or higher in 454 - Latin III or 456 - Latin III Honors The two-year sequence of Latin IV and V provides an integrated learning experience through which students will review basic grammar skills, study culture through mythological stories and fairy tales, learn the history of the Roman Republic through readings, and read poetry from various authors. Student-centered projects will be used to engage participants in the learning process. They will gain proficiency in reading, translation, and analysis, developing an appreciation for Latin and preparing for the further study of the subject at the university level.

The course emphasizes knowledge of Roman culture and history within the texts and deliberate parallels will be drawn by the students to modern day history At the end of the class, students will be expected to reproduce a continuous timeline of the end of the Roman Republic from 106 BCE - 14 CE and create artifacts that embody different aspects or personages of the time period. The class also will study modern uses of Latin, as found in vocabulary/etymology, rhetoric, medicine, and law.

Essential Questions 1. What are the fundamental essentials of Latin grammar, including vocabulary, syntax, and forms? How do these compare with English? How do these inform our knowledge of the basic structure of language?

2. In what ways does reading Latin offer us access to the civilizations of Greece and Rome? What are the cultural, historical, and literary contexts in which these texts were written?

3. What are the most significant figures in ancient Roman history during the time of the Kings through the late Republic? What were their roles, what actions did they take, and how did they impact the course of history?

4. What is ancient rhetoric? What was its role in ancient Greek and Roman society? What are some major rhetorical strategies? What are its modern applications?

5. To what extent does Greek and Roman civilization form the basis of our modern thinking? In what other disciplines in the modern world can we find Latin or the influence of the Romans?

Assessment 1. Tests on translation, grammar, and history 2. Quizzes on grammar and history 3. In-class Work 4. Homework 5. Projects 6. Semester and Final Exams

Example Assessment: Augustan Art and Propaganda Project A 10-minute presentation on a particular work of art or architecture from the age of Augustus.

The genre of the artwork will be described with modern examples as well as a careful explanation of the art itself (date, images on work, etc.). The majority of the time will be spent explaining the political message behind the work of art, including why it was created, its message, the ways in which it fuels Augustus’s agenda and supports his professed values.

Another relatively modern work of art with a similar political message will be found and included as a further example.

Skills Benchmarks 1. Ability to read adapted Latin with a fair degree of fluency, understanding the grammar, syntax, and vocabulary of the Latin.

2. Ability to interpret and write short essays about a text, looking at persuasive techniques, rhetorical devices, and underlying meaning.

3. Understanding the history and major stories behind the founding of Rome, the Monarchy, and the rise of the Republic.

4. Understanding the major historical figures and the reasons behind the fall of the Roman Republic.

5. Ability to derive the meaning of English words from knowledge of Latin and vice versa.

6. Ability to draw comparisons and find similarities between Roman and more modern history.

7. Basic knowledge of Latin used in the American justice system.

8. Basic knowledge of Latin and Greek roots used in the medical profession.

9. Ability to identify and interpret major monuments and works of art from the Augustan period.

Units 1. Nouns, Pronouns, Verbs; background of Trojan War; HF Vocabulary 1-100 2. Participles, Ablative Absolutes, Comparative/Superlative Adjectives/Adverbs; Early Roman Stories; HF Vocabulary 1-200 3. Infinitives, Ablative Uses; Roman Numismatics Project; HF Vocabulary 1-300 4. Indirect Statement; Chapters 1-45 Vocabulary; Legal Latin; Augustan Art and Propaganda Project; HF Vocabulary 1-350 5. Semester Exam Review 6. Subjunctive Forms and Uses; Roman Government, Cicero, Catiline, late Republic; HF Vocabulary 1-350 7. Cum Clauses, Gerund/ives; Latin Prefixes; Medical Latin; HF Vocabulary 1-450 8. Fear Clauses and Uses of UT; Rhetoric, Milo and Clodius; HF Vocabulary 1-550 9. Review for Final Exam Textbooks and Resources Ecce Romani III​ - Ronald Palma, David Perry, revised by Gilbert Lawall Updated June 2016

458 - Latin IV and 462 - Latin V, Year 2 Course Description Grade: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 75 or higher in 454 - Latin III or 456 - Latin III Honors The two-year sequence of Latin IV and V provides an integrated learning experience through which students will review basic grammar skills, study culture through mythological stories and fairy tales, learn the history of the Roman Republic through readings, and read poetry from various authors. Student-centered projects will be used to engage participants in the learning process. They will gain proficiency in reading, translation, and analysis, developing an appreciation for Latin and preparing for the further study of the subject at the university level.

The second year of the Latin IV/V course series is a translation-based course covering significant works of Roman literature. The readings will include the poetry of Catullus, Horace, and Ovid, as well as lightly-adapted prose from the first and second century AD covering a wide variety of mythological stories. Emphasis will be on further developing the translation skills of the students by working towards reading fluency. Students will be exposed to the social, historical, cultural, and philosophical background in order to better understand each author and literary work. Deliberate connections will be made between the ancient and modern stories.

Students will be placed in weekly, rotating groups for in-class activities.

Essential Questions 1. What are the major Greco-Roman myths depicting love?

2. Who are Catullus, Ovid, and Horace? When and what did they write?

3. What are the genres of lyric/elegaic and epic poetry? Who were the major authors of this type of poetry?

4. What major historical events occurred during the time in which Horace, Ovid, and Catullus were writing? How did these events affect the literature of the day?

5. What are Stoicism and Epicureanism? What influence did these philosophies have upon literature?

6. What is scansion? What are the major rules of scansion? How did meter correspond to genre?

Assessment 1. Translation Tests 2. Vocabulary Tests 3. Projects 4. Quizzes 5. Participation 6. Semester and Final Exams Example Project: Children’s Book

In this project, the student will: 1. create a story in Latin using common archetypes, mythic/fairy tale plots, characters, objects, places, etc., a reversal of expectations, a clear beginning, middle, end 2. illustrate their new story 3. practice and produce the following Latin grammatical constructions: subjunctive, indirect statement, gerunds/gerundives After going through an intense, in-class creation and revisal procedure including the presentation of their stories to their classmates, students will create a children’s story and then translate it into Latin using required vocabulary and grammar. Students will be graded on meeting requirements, the creativity of their story and the level of effort put forward in their artistry.

Skills Benchmarks 1. Ability to read Latin prose with an understanding of the syntax, grammar, and vocabulary 2. Ability to read Latin poetry with an understanding of the special poetic syntax, grammar, and vocabulary 3. Understanding the genres of novel and lyric/elegaic poetry in the ancient world 4. Understanding the lives and major works of the authors Ovid, Horace, and Catullus 5. Understanding the course of history during the late Roman republic and the early empire as seen through the writing of the authors 6. Ability to scan poetry 7. Understanding the cultural, historical, and mythological references cited throughout the texts 8. Ability to connect archetypes and mythic elements with stories from other cultures and with modern stories Units 1. Translation stories of Pygmalion and Minos, Basic grammar review (cases, verb forms, participles, English to Latin sentences), HF Vocabulary 1-150 2. Translation stories of Europa and Coronis, Review of Gerunds and Gerundives, HF Vocabulary 1-250; Archetypes project 3. Translation stories of Orpheus and Prometheus, Review of Indirect Statement; HF Vocabulary, 1-350 4. Translation stories of Alcestis and Admetus, Review of Subjunctives; Children’s Book project; HF Vocabulary 1-450 5. Catullus, ​Carmina,​ including the Lesbia cycle of poems; Catullus Music Project 6. Ovid, ​Metamorphoses​, ​Daedalus and Icarus 7. Selections from Horace’s ​Odes​ ; Philosophy Project Textbooks and Resources 1. Fabulae Syrae, Luigi Miraglia Updated June 2016

460 - Honors Latin IV Course Description Grade: 11 Group: I Units: 1.0 Prerequisite: 454 - Latin III or 456 - Latin III Honors AND teacher recommendation Latin IV-Honors is an accelerated reading course emphasizing the poetry of the late Roman Republic and the early empire. The student will be exposed to the social, historical, cultural, and philosophical/religious backdrop to the literature. Students will also prepare thoroughly to take the Level IV Poetry National Latin Exam and the CAMWS exam.

Essential Questions 1. Who are Catullus, Ovid, Horace, and Vergil? When did they live? What types of poetry did they write?

2. What major historical events occurred during the lifetimes and how did this impact their poetry? What are the cultural memes expressed through the poetry of these authors?

What do the specific references to names, stories, etc., found in their poetry mean and how do they add to the meaning of the poetry?

3. What are the major poetic genres in the ancient world? What determines the genre of poetry?

4. What is scansion? What are the rules for scansion? How does the meter of a poem affect its meaning? With what genres are hendecasyllabic, elegaic couplet, and dactylic hexameter associated?

5. How does poetry differ from prose? What are the grammatical constructions specific to poetry?

6. How did the poetry of Catullus, Ovid, Horace, and Vergil impact later poetry and art?

What parallels can be found in our culture’s modern ideas about love, devotion, patriotism, etc.?

Assessments 1. Translation Tests 2. Vocabulary Tests 3. Essays 4. In-Class Translation 5. Semester and Final Exams Example Assessment: Horace Philosophy Project After reading Horatian poems that exhibit Epicurean and Stoic ideals, the student will create a Latin Prezi with three Latin quotes from an ancient philosopher and create corresponding pictures, videos, works of art or other visual aids that will reflect her personality, philosophy, ideas, beliefs, values, or anything else that has meaning to her. Two out of three of the quotes will answer the following questions: 1. What is the highest good? What should we strive for as humans?

2. What is a major principle or idea that we should apply to our daily lives?

3. What is the purpose of uncertainty and suffering? What do you do when faced with uncertainty and suffering in your life?

Each of the quotes will have a specific connection to the student’s life either in the form of an anecdote, deeply held belief, experience, etc. The purpose of the project is to provide students with room to think critically about their own philosophy of life and what it means to live their lives to the fullest.

Skills Benchmarks 1. Ability to translate literally a selected group of the poems of Catullus, Ovid, Horace, and Vergil understanding their special poetic grammar 2. Familiarity with the values and ideas of Catullus, Ovid, Horace, and Vergil as well as their contemporaries 3. Ability to analyze Latin poetry systematically 4. Ability to write short essays on passages of Latin poetry, using proper citations and references to the Latin 5. Demonstration of a continued understanding of the major aspects of Latin grammar and their applications.

6. Ability to scan the following meters: dactylic hexameter, elegiac couplet and hendecasyllabic 7. Ability to read aloud in dactylic hexameter 8. Ability to define and appreciate the effect of figures of speech 9. Ability to sight read unseen passages of Latin with a fair degree of fluency 10. Understanding the course of history during the late Roman republic and the early empire as seen through the poetry of the authors 11. Ability to understand and interpret cultural, historical, and mythological references throughout the texts Units 1.

2.

3.

4.

Catullus Ovid Horace Vergil

Textbooks and Resources 1. Love and Transformation: An Ovid Reader​/ Ovid, Richard LaFleur 2. Horace: Selected Odes and Satire 1.9/​ Horace, Ronnie Ancona Updated June 2016

464 - AP Latin Course Description Grade: 12 Group: I Units: 1.0 Prerequisite: 460 - Latin IV Honors AND teacher recommendation Fee: $94 AP Exam Fee This course includes the translation and interpretation of two works of ancient literature: Vergil’s Aeneid and Caesar’s Gallic Wars. Content will emphasize the social, religious, and political contexts of the late Roman republic and early empire through the literary works. Students will also compete in the annual CAMWS translation contest and the National Interpretative Latin Exam in the spring. Students will take the AP Latin exam in the spring.

Essential Questions - Vergil 1. What are the major themes of the ​Aeneid? ​ 2. What are the salient figures of speech employed by the poet in this epic?

3. How was the epic an instrument of political propaganda for Augustus and the principate?

4. How has the ​Aeneid​ affected art, literature, music, and movies in the Renaissance up to our 21​st​ century?

5. How can we understand the development of Aeneas’ character from a Homeric to a Virgilian hero?

6. How does the acquisition of a poetic vocabulary enhance our ability to read and appreciate the poetry of the ​Aeneid?

7. How does the study of classical culture enhance our ability to understand epic poetry?

8. What models in Greek literature and in history did Vergil employ to create his character of Dido?

9. How is book IV of the ​Aeneid​ an etiological explanation of the Punic Wars between Rome and Carthage?

10. How was the Roman cultural attitude towards death and suicide reflected in Dido’s choice and decision in the latter part of book IV? 11. How does our study of athletic competitions add to our understanding of Roman society and the nature of athletics in their cultural ethos?

12. How does book VI operate as the fulcrum of the epic and reflect the completion of Aeneas’ development of his character?

13. How do the events of book VI echo social, political, and religious institutions and beliefs of Romans during the principate of Augustus?

14. How has book VI influenced art, music, and literature in later western civilization?

15. How is the ending of the ​Aeneid​ consistent and/or inconsistent with the themes that have been developed since the beginning of the epic?

16. What skills must the Latin student have to achieve success on the AP exam?

Essential Questions - Caesar

1. How can Caesar’s ​Gallic Wars​ be considered a piece of political propaganda for the general?

2. How does the work of Caesar reflect the contemporary political situation in the late Roman Republic?

3. How do the exploits of Caesar and the Roman legionaries reflect Roman attitudes towards foreigners?

4. How do the events and accomplishment so this work reflect the cultural and military ethos of Roman society in the late Roman Republic?

5. How does Book I of Caesar’s ​Gallic Wars​ work as a justification for Roman military involvement in Gaul?

6. How does Caesar explain the reasons for the Roman invasion of Britain?

7. How is Caesar able to deflect criticism from himself in his discussion of the revolt of the Gauls in Book V? 8. How can Book VI of Caesar’s work be considered an ethnography of Gaul and German?

Assessment 1. Grammar forms and usage tests and quizzes 2. Sight translation tests 3. Practice AP tests - These tests ask the students to compare and contrast separate passages from the targeted Latin and examine cause/effect relationships and differences in structural and thematic content. Students are required to display accurate translation skills as a significant part of this kind of assessment. Many of the questions on these tests are pulled from previous AP exams.

4. Vocabulary quizzes and tests 5. Culture tests 6. National Latin Exam and practice National Latin exams 7. Oral quizzes 8. Fall cumulative exam 9. Spring Advanced Placement exam Skills Benchmarks 1. To accurately read (in Latin and/or in English) and understand the ​Aeneid​ and excerpts from Caesar’s ​Gallic Wars.​ 2. To develop a working facility with Vergil’s poetic vocabulary, word order, and thematic nuance.

3. To be able to scan the meter (dactylic hexameter) with ease and accuracy.

4. To write well-organized, cogent, well-exemplified essays based on the readings.

5. To be familiar with the geography, its importance, the and characters in the ​Aeneid​ and in ​Gallic Wars 6. To increase expertise in Roman culture.

7. To increase understanding of the organization of the Roman military and how Caesar employed this institution in his battles against the British and the Gauls.

Units 1. Review, including Colby Vocabulary #1 and #2 2. Caesar

3.

4.

5.

6.

Literal Sight Translations National Latin Exam Preparation Vergil Colby Vocabulary #3 and #4

Textbooks and Resources 1. Vergil’s ​Aeneid​ / Pharr 2. Vergil’s ​Aeneid ​/ Trans. Fitzgerald 3. Michael Grant’s ​History of Rome 4. Edith Hamilton’s ​Mythology 5. Ben Ogilvie’s ​Roman Literature and Society 6. Caesar’s ​De Bello Gallico /​ ​ ​Hans Friedrich Mueller Updated June 2016

470 - Chinese II and 472 - Honors Chinese II Course Descriptions Chinese II Grade: 9 Group: I Units: 1.0 Prerequisite: Chinese I This Upper School Chinese II course is designed for students who have attained a novice-low proficiency level and want to further hone their speaking/listening skills, to refine and expand their vocabulary, to increase their reading and writing abilities, and to further develop basic communication skills. Students will learn the language and culture through a flipped classroom model, engaging activities, culture-defining movies, and constant practice. They will benefit from scaffolding instructional techniques in learning grammar, phrases, syntax, and expressions.

Upon completion of the course, students will have achieved proficiency at the novice-mid level according to the ​Performance Guidelines for K-12 Learners​ created by ACTFL. Chinese II Honors Grade: 9 Group: I Units: 1.0 Prerequisite: Chinese I AND teacher recommendation This Upper School Chinese II Honors course is designed for highly motivated students to increase competence and confidence in an increasingly global and interdependent world. The course will immerse students in Chinese language and culture, further hone their full range of language skills, and enhance their abilities in critical thinking, problem solving, and collaboration. Upon completion of the course, students will have achieved proficiency at the novice-mid level according to the ​Performance Guidelines for K-12 Learners c​ reated by ACTFL. Essential Questions 1. Why it is important to learn to communicate effectively in Chinese in order to keep up with an increasingly globalized world?

2. How can one prepare to demonstrate his or her level of Chinese proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and five goals areas (communication, culture, connections, comparisons, and communities) as outlined in the ​Standards for Foreign Language Learning in the 21st Century​ by the American Council on the Teaching of Foreign Languages?

3. How to set high academic standards to instill in students a passion and desire to become life-long, independent learners?

4. How to implement structured cooperative learning strategies to meet the diverse needs of learners; to reach out effectively to students who have different intelligence, language aptitude, learning styles, personality, motivation, and attitudes?

5. How to improve students' appreciation and awareness of Chinese culture and help them develop insight into the nature of language and culture?

6. Why navigate through other disciplines and connect information about the language and culture they are learning with concepts studied in other subject areas?

7. Why explore both contemporary and historical Chinese culture and help students to understand that “We study Western civilization to know our past, but need to study non-Western civilization to know our future”?

8. What can the student learn by having authentic language experience both locally in their community and abroad in other countries?

9. How does the acquisition of the Chinese language enhance our critical thinking skills?

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Dictations Oral Quizzes Chapter tests Honors students will also set up a blog, submit additional compositions, complete several projects, Wechat Chinese people in China 5. Fall and spring cumulative exams Skills Benchmarks At the end of the course, students will be able to…

1. Use Chinese vocabulary to describe weather patterns and phenomena; order in a Chinese restaurant; give directions and provide information about the length of a trip; plan a party; describe illness and the parts of the body; participate in casual conversations about dating; discuss sports and express personal opinions about sports 2. Understand how Chinese social variables affect the way people celebrate birthdays 3. Use the culturally acceptable way to ask about age 4. Understand the Chinese cultural rules about dating 5. Know the order of the zodiac In addition, honors students will be able to…

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Understand the latest weather forecasts, news, and alerts on Chinese weather stations.

Understand Chinese idioms Gain knowledge of Chinese food philosophy Get the gist of short stories Comprehend differences between traditional Chinese medicine, contemporary Chinese medicine, and Western medicine 6. Read authentic rental ads and discuss rental properties with an agent 7. Outline major differences between the Chinese and American medical systems At the end of the course, students will know the following grammar: The modal verb 会 Adj. 一点儿 Comparative sentences with “比 ” The particle “了” Patterns to form an emphatic negation meaning “not at all”—using 一…也 好 as a verb complement Reduplication of adjectives Resultative Complements Comparative sentences with 没有 (meiyou) 那么（name) indicating degree The conjunction 就 The dynamic particle 过 “呢” indicating an action in progress Verbal phrases and subject-predicate phrases used as attributives

Sentences with 是…的 More on pivotal sentences Time duration “死 ”indicating extreme degree The preposition “对” Directional Complements II Time of action 把 construction I The preposition 对 The structure 越来越…

Descriptive complements Potential complements Reduplication of verbs Directional complements Verb+ 了+ Numeral+ Measure Word+了(le) Potential Complements with Verb+不下(bú xià ) 多(duō) Indicating an Approximate Number Interrogative Pronouns with 都/也 (dōu/ yě） The expression +没＋verb +了 .好／难 下去 indicating continuation Verb +expression of time duration + object 起来 indicating the beginning of an action 被 In passive voice sentences Units 1.

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Review of Chinese 1 Weather Dining Asking Directions Birthday Party Seeing a Doctor Dating Renting an Apartment Sports

Textbooks and Resources Integrated Chinese Level One​, part two Updated August 2016

474 - Chinese III and 476 - Honors Chinese III Course Descriptions Chinese III Grade: 10 Group: I Units: 1.0 Prerequisite: 470 - Chinese II or 472 - Chinese II Honors This Upper School Chinese III course is designed for students who have attained a novice-mid level of proficiency. Students will further deepen their understanding of Chinese language and culture through constant practice, engaging activities, and a wide range of authentic, meaningful, and communicative contexts. Instructors will apply the appropriate communication strategies, a flipped classroom model, and interdisciplinary connections and integrations. As a result, students will be able to think critically, engage creatively, collaborate purposely and develop communicative competence. Upon completion of the course, students will have achieved proficiency at the novice-high level according to the ​Performance Guidelines for K-12 Learners​ created by ACTFL. Chinese III Honors Grade: 10 Group: I Units: 1.0 Prerequisite: 470 - Chinese II or 472 - Chinese II Honors AND teacher recommendation This course is designed for accelerated and highly motivated students who have attained a higher level of speaking proficiency and want to further hone their speaking and listening skills, refine and expand their vocabulary, and focus on improving their abilities to read and write. The course will provide ample opportunity for students to apply their knowledge in a variety of contexts and will challenge them to enhance their skills in critical thinking, problem solving and collaboration. A continued effort to bring Chinese culture into the study of the language will be central, and students will have opportunities to work on interactive projects to connect with peers in China, as well as activities within the Atlanta-based Chinese community. Upon completion of the course, students will have achieved proficiency at the intermediate-low level according to the ​Performance Guidelines for K-12 Learners c​ reated by ACTFL. Essential Questions 1. Why is it important to learn to communicate effectively in Chinese in order to keep up with an increasingly globalized world?

2. How can one prepare to demonstrate his or her level of Chinese proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and five goals areas (communication, culture, connections, comparisons, and communities) as outlined in the ​Standards for Foreign Language Learning in the 21st Century​ by the American Council on the Teaching of Foreign Languages?

3. Why should students navigate through other disciplines and connect information about the language and culture they are learning with concepts studied in other subject areas?

4. Why should one explore both contemporary and historical Chinese culture in keeping with the axiom, “We study Western civilization to know our past, but need to study non-Western civilization to know our future”?

5. What can the student learn by having authentic language experiences both and globally?

6. How does the acquisition of the Chinese language enhance one’s critical thinking skills?

Assessment 1. Dictations 2. Oral Quizzes 3. Chapter tests 4. Honors students will also set up a blog, submit additional compositions, complete several projects, and Wechat Chinese people in China 5. Fall and spring cumulative exams Skills Benchmarks At the end of the course, students will be able to…

1. Understand that the study of language must be integrated with culture if students are to derive lasting benefits from their language-learning experience.

2. Understand that the study of historical sites helps students gain perspective on the Chinese culture.

3. Learn the Chinese way of introducing names 4. Gain perspective on Chinese food of various styles 5. Be able to fully participate in conversation pertaining to bargaining 6. Gain perspective on views of Chinese youth towards selecting a course and a major.

7. Use Chinese to describe their personality In addition, honors students will be able to…

1. Hold a conversation about travel plans 2. Discuss how historical and philosophical backgrounds influence Chinese people’s patterns of interaction?

3. Understand the similarities and differences between Chinese New Year and Christmas 4. Read the story “孟母三迁”，and understand the Chinese belief in the environmental influence 5. Understand Chinese idioms 6. Discuss what will enhance future job opportunities 7. Interview someone who speaks a second language about how it gives him/her an advantage 8. Get the gist of short stories Units 1.

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Review of Chinese 2 Travel At the Airport New Semester Starts Dormitories Restaurants Shopping

8. Choosing a college major 9. Dating Textbooks and Resources Integrated Chinese Level One​, Part Two Integrated Chinese Level Two​, Part One Updated August 2016

478 - Chinese IV and 482 - Chinese V Course Description Grade: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 75 or higher in 474 - Chinese III or 476 - Chinese III Honors The two-year sequence of Chinese IV and Chinese V is designed to provide an integrated learning experience for students through project-based learning (PBL), a dynamic classroom approach in which students actively explore engaging and complex real-world problems and challenges. Student-centered activities will focus on skills such as critical thinking, problem solving, collaboration, and self-management in language learning. Language study will be complemented by resources such as Chinese music, films, songs, calligraphy, painting, idioms, martial arts, and tea culture. This experience will further develop students’ proficiencies across the full range of language skills. It will also help them gain deeper insight into Chinese culture and instill in them a passion for lifelong learning.

Essential Questions 1. Why it is important to learn to communicate effectively in Chinese in order to keep up with an increasingly globalized world?

2. How can one prepare to demonstrate his or her level of Chinese proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and five goals areas (communication, culture, connections, comparisons, and communities) as outlined in the Standards for Foreign Language Learning in the 21st Century​ by the American Council on the Teaching of Foreign Languages?

3. How​ ​can one develop an appreciation and awareness of Chinese culture in order to develop insight into the nature of language and culture?

4. Why should students navigate through other disciplines and connect information about the language and culture they are learning with concepts studied in other subject areas?

5. Why should one explore both contemporary and historical Chinese culture in keeping with the axiom, “We study Western civilization to know our past, but need to study non-Western civilization to know our future”?

6. What can the student learn by having authentic language experience both and abroad?

7. How does the acquisition of the Chinese language enhance one’s critical thinking skills?

Assessment 1. Dictations 2. Quia Quizzes 3. Projects 4. Semester cumulative exams Skills Benchmarks At the end of the course, students will be able to…

1. Know different types of Chinese music, including songs from folk, classical, campus, and the young generation.

2. Gain perspective on the “four treasures of the study," the five major styles of Chinese calligraphy, and the most popular artists from the style.

3. Introduce themselves using vocabulary related to personal life, personality, morals, and their standards of choosing a date.

4. Give practical interview tips in Chinese.

5. Understand the similarities and differences between Chinese New Year and Christmas.

6. Know the history of Chinese paper cutting and knotting, and carve their own Chinese seals.

7. Name some of the most important dynasties in Chinese history.

8. Describe briefly the historical significance of the major Chinese dynasties.

9. Know “cha Dao” the art of tea.

10. Use the language in a variety of contexts likely to be encountered within Chinese culture.

11. Know the different types of Chinese movies and TV series.

12. Describe the major historical sites in China.

13. Know the most popular idioms and proverbs.

14. Gain perspective on the Chinese educational system.

15. Understand how the acquisition of the Chinese language enhances one’s critical thinking skills.

16. Discuss the changes in China.

17. Understand Confucius’ philosophical concepts and ideas.

At the end of the course, students will know​ the grammar relevant to the themes covered.

Units, Year 1 1. Chinese Food and Tea 2. Travel 3. Chinese Literature and Arts 4. Chinese Idioms 5. Chinese Performance and Painting 6. Chinese Education 7. Chinese Geography 8. Changes in China 9. Chinese Gong Fu 10. Chinese Philosophy Units Year 2 1. Chinese Music and Songs 2. Chinese Calligraphy 3. Self-introduction 4. Interview 5. “You are the One” 6. Chinese Holidays 7. Chinese Knotting, Paper Cutting, and Seal Carving 8. Chinese Language and Characters 9. Chinese History 10. Chinese Movies

Textbooks and Resources There is no textbook for this class.

Updated August 2016

477 - Chinese IV Honors Course Description Grade: 11 Group: I Units: 1.0 Prerequisite: 474 - Chinese III or 476 - Chinese III Honors AND teacher recommendation The Chinese IV Honors class is designed to deepen students’ immersion in Chinese language and culture. It aims to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills. Instructors will apply the appropriate communication strategies, a flipped classroom model, and interdisciplinary connections and integrations. As a result, students will be able to think critically, engage creatively, collaborate purposely and develop communicative competence. Students will master intermediate-mid level Chinese language structures, expressive styles, and conventions of communication through topics reflecting multiple aspects of contemporary Chinese society.

Chinese culture will be interwoven throughout the course, and authentic Chinese literature will supplement the primary textbook.

Essential Questions 1. Why it is important to learn to communicate effectively in Chinese in order keep up with an increasingly globalized world?

2. How can one prepare to demonstrate his or her level of Chinese proficiency across the three communicative modes (interpersonal, interpretive, and presentational) and five goals areas (communication, culture, connections, comparisons, and communities) as outlined in the Standards for Foreign Language Learning in the 21st Century​ by the American Council on the Teaching of Foreign Languages?

3. How​ ​can one develop an appreciation and awareness of Chinese culture in order to develop insight into the nature of language and culture?

4. Why should students navigate through other disciplines and connect information about the language and culture they are learning with concepts studied in other subject areas?

5. Why should one explore both contemporary and historical Chinese culture in keeping with the axiom, “We study Western civilization to know our past, but need to study non-Western civilization to know our future”?

6. What can the student learn by having authentic language experience both and abroad?

7. How does the acquisition of the Chinese language enhance one’s critical thinking skills?

Assessment 1. Dictations 2. Oral quizzes 3. Chapter tests 4. Projects 5. Interviews with native speakers 6. Essays 7. Phone-Pal with American born Chinese( ABC) 8. Semester cumulative exams

Skills Benchmarks At the end of the course, students will be able to…

1. Use the language in a variety of contexts likely to be encountered in the Chinese culture.

2. Write cohesive analyses using the key syntax and vocabularies acquired, including idioms.

3. Use Chinese to describe: personality, employment, personal view on choosing a college major and career path, dating, education, parenting, Chinese geography, tourist sites, traditional Chinese holidays and customs.

4. Use Chinese websites to gain perspective on Chinese culture.

5. Describe unique aspects of the Baidu and Youku.

6. Engage in informal research, using a variety of sources.

7. Create complex sentences through embedding of words, phrases, and clauses.

8. Understand the following idioms and proverbs​: 自食其力, 五颜六色, 温故知新， 上有天堂， 下有苏杭, 不到长城非好汉, 桂林山水甲天 下, 黄山归来不看岳，风土人情, 千变万化, 一日千里, 日新月异, 9. Conduct interviews with native Chinese speakers on topics of Chinese culture.

10. Discuss why Chinese parents almost always “望子成龙”.

11. Analyze Confucius’ philosophical concepts and ideas.

12. Express opinions on selected Confucian sayings.

13. Gain perspective on Chinese geography.

14. Order Chinese food in a Chinese restaurant.

15. Locate major Chinese cities, provinces, and rivers on the map.

16. Learn Chinese couplets.

17. Describe the growth of a city from the past to the present.

18. Express surprise at an unforeseen turn of events.

19. Discuss the changes in China.

At the end of the course, students will know the following grammar and idioms: 来说 Resultative Complements Preposition 至于 另外 再, 又, and 还 Compared 要么..., 要么... 在…上 Adverbials and 地 的，地 and 得 compare 书中自有黄金屋 学海无涯 学以致用 学然后知不足 精力充沛 助人为乐 聪明好学 外向开朗 Conjunction 有 Potential complements

好 as a resultative complement Directional complements suggesting result The dynamic particle 了II Rhetorical questions Adverb 可 Adverb 才 Adverb 并 Descriptive complements Adjective as predicates Conjunction 而 起来 indicating the beginning of an action 最adj. 不过了 Adverb 竟然 以A为B 一+ Reduplication of Measure words 要么..., 要么...

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Review of previous Chinese courses Computers and the Internet Employment Education Chinese Geography Chinese holidays and festivals Changes in China Travel Life and Wellness

Textbooks and Resources Integrated Chinese Level Two​, Parts One & Two Updated October 2016

487 - AP Chinese Language Course Description Grade: 12 Group: I Units: 1.0 Prerequisite: 478 - Chinese IV or 480 - Chinese IV Honors AND teacher recommendation Fee: $94 AP Exam Fee The AP Chinese Language and Culture course is designed to provide students with a learning experience equivalent to that of a fourth-semester college course. ​It aims to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills as well as​ help them gain deeper insight into Chinese culture, instilling in them the passion to become a lifelong learner.​ ​Chinese culture will be interwoven throughout the course and various authentic Chinese literature will be used to supplement the primary textbook.​ Instructors will apply the appropriate communication strategies, a flipped classroom model, and interdisciplinary connections and integrations. As a result, students will be able to think critically, engage creatively, collaborate purposely and develop communicative competence to describe, narrate, express, explain, discuss, analyze, debate, and compare and contrast a variety of topics centering on Chinese culture and society. ​Upon completion of the course, students will have achieved proficiency at the intermediate high level according to the ​Performance Guidelines for K-12 Learners​ created by the ACTFL. AP students are required to take the AP exam in the spring.

Essential Questions 1. What are current or emerging global challenges propelled by political, economic, environmental or technological factors? What are the possible solutions to these challenges?

2. Why it is important to learn to communicate effectively in Chinese in order to keep up with an increasingly globalized world?

3. What can the student learn by having authentic language experiences both in their local communities and abroad in other countries?

4. What were Confucius’ influence and contribution to the Chinese people’s perception of beauty and aesthetics?

5. How do individuals contribute to the well-being of communities? How do the roles that families and communities assume in society differ based on Confucian philosophy?

6. How are aspects of identity expressed in various situations? How do language and culture influence identity?

7. How do developments in science and technology affect our present lifestyle? What factors drive innovation and discovery in the fields of science and technology?

8. How is contemporary life influenced by cultural products, practices, and perspectives?

9. What are the essentials to develop and engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions?

10. Why explore both contemporary and historical Chinese culture and how it helps students understand that "We study Western civilization to know our past, but need to study non-Western civilization to know our future."

11. How does the acquisition of the Chinese language enhance one's critical thinking skills?

Assessment 1. Dictations

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Oral Quizzes Chapter tests Projects Essays Blog Wechat Chinese people in China Fall and spring cumulative exams Spring Advanced Placement exam

Skills Benchmarks At the end of the course, students will be able to…

1. Use the language in a variety of contexts likely to be encountered in the Chinese culture.

2. Explicitly articulate personal opinions about global challenges, beauty and aesthetics, families and communities, personal and public identities, science and technology, and contemporary life.

3. Read authentic literature, news articles, and even poems written during the Tang Dynasty.

4. Write cohesive analyses using the acquired key syntax, idioms, and vocabularies.

5. Use the knowledge acquired to describe unique aspects of the cultural heritage resorts.

6. Explain why it’s essential to understand Confucius’ philosophy.

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Review of Chinese IV Gender Equality Environmental Protection and Energy Conservation Money Management and Investing Chinese History Interviewing for a Job Foreigners in China The Six Themes Review

Textbooks and Resources Integrated Chinese Level One​, Part Two

Integrated Chinese Level Two​, Part One & Part Two AP Chinese Language and Culture Simulated Tests Strive for a Five A Study Guide to the AP Chinese Language & Culture Test Updated August 2016