Language Department Curricular Review by Williston Northampton School

2011â&#x20AC;&#x201C;2012 Language Department Curricular Review

Table of Contents 3

Welcome Letter

4 External Review Plan 5 List of Essential Questions 6 Curricular Review Timeline 7 Overview of Curriculum Review 16 School Description 18

Department Statement of Philosophy

Quality Lenses 20 Standards: ACTFL, ISTE, & Willistonâ&#x20AC;&#x2122;s Principles of Teaching Excellence 30 Survey Results (Alumni, Middle School Families, and Current Students) 49 AP Scores 51 Enrollment Trends of Language Program

2012 Consensus Maps

online only

2004 Curriculum Maps

The Williston Northampton School

Dear Language External Review Team:

On behalf of the faculty and academic leadership at Williston, I wanted to extend a warm advanced welcome and thank you for your participation in this important review process of Williston’s language program. You are helping us blaze new trails as we formalize a departmental academic review cycle, one that will provide a blueprint for our other departments in the years ahead. The diversity of experiences and differing perspectives represented by members of the External Review Team are crucial to this process, and we anticipate learning a great deal from you. At the same time, we hope that the work you do will further your own thinking about language education and thereby add to the collective fund of professional wisdom that others will surely tap into. In the rapidly changing educational landscape in which we work, our ability to review, reflect, and revise our approaches is critical to keeping programs current, relevant, and effective. Again, we are very grateful for the work that you will do this summer and that which will take place in the fall.

The work we do with students is at the forefront of any academic institution - Williston takes this responsibility very seriously. In addition to our school accreditation, which involves a schoolwide review and reflection every 10 years (with updates in between), we continuously consider our program and its relevance as part of a 21st century education. This department specific review that you are a part of helps us with our goal of providing the best language education possible for our students. A secondary benefit of this review is the professional development afforded our own faculty as they consider all aspects of our language curriculum and its delivery to students. I believe and sincerely hope that your involvement, while helping us greatly, will also provide professional development for you as well. As educators, we are always enriched by being observed or observing others “do their thing.” I am very appreciative of your willingness to be part of this process and I look forward to your visit in the fall. With gratitude,

Robert W. Hill, III Head of School

Jeff Ketcham Associate Head of School

Our Department is grateful for your participation in our curricular review. The yearlong review process has afforded us many valuable opportunities to dialogue as a department with regard to our assumptions and practices of foreign language teaching and to gauge the efficacy of our program through surveys to students and families. This booklet summarizes a large part of our discussions and documents during the curricular review. The two core documents for your revision are the consensus maps and the survey results because they detail our existing program and how it is received by students and families alike. The overview provides an in-depth explanation of each step of the curricular review process, while the ACTFL national standards have served as the primary lens to examine our curricular program. The ultimate goal of the curricular review is to fulfill our Departmental Statement of Philosophy: to inspire students to communicate in new ways, to make meaningful connections, to expand their world view and to enrich their communities. We look forward to your fall visit and thank you in advance for your revision of our curricular documents. Nathaniel Simpson Language Department Chair

The Williston Northampton School

External Review Team Plan Language Department Overall Objectives • Critically reflect on instruction, practice, and assessment

of the Department • Gauge the accuracy of our curricular review • Determine if we do what our curricular review documents say we do • Identify what we need to do to move forward both collectively and individually • Dialogue about how to further strengthen and diversify our program’s cultural component Role of Review Team Chair

• Dialogue with the school about his/her own expectations as Chair of the review team • Elicit the team’s expectations about what they would like to get out of this review process • Foster communication among the review team members before, during, and after the summer • Maintain contact with the Department Chair during the external review process • Serve as liaison between the external review team and the Department Chair • Participate in a two-part fall visit to the school to observe classes and meet with the Department Role or Review Team Members

• Review pertinent curriculum documents during summer of 2012 (see list below) • Participate in a two-part fall visit to the school to observe classes and meet with the Department • Provide detailed, written feedback to the Chair of the review team and the Department • Communicate with the Chair of the review team as needed Role of Williston’s Language Department Chair

• Distribute curricular review documents to the external review team by June 15 • Communicate with the Chair of the review team as needed • Schedule/oversee spring and fall visits of the external review team • Facilitate communication between the Department and the Chair of the review team Curricular Documents for External Review Team

1. Welcome letter 2. External review plan 3. List of essential questions 4. Overview of curriculum review 5. School description 6. Department Statement of Philosophy 7. Quality lenses • ACTFL, ISTE, & Williston’s Principles of Teaching Excellence standards • Survey results (alumni, middle school families, and current students) • AP scores • Enrollment trends of language program 8. 2012 consensus maps 9. 2004 curriculum maps

The Williston Northampton School

Essential Questions for External Review Team Consensus Maps

1. How present are the ACTFL standards in the language and content of our curriculum? 2. What overlap (both positive and unnecessary) do you see with regard to concepts, assessments, and other points from level to level? 3. What gaps, omissions, and redundancies exist in our program? What should we take out or add to the program? 4. How is the progression and consistency of the four skills (reading, writing, speaking, and listening) at each level and within the whole language group? 5. What cultural topics are crucial to the whole program, but not covered in our existing curriculum? 6. For the French and Spanish programs, how does our fourth year model compare to other models? What suggestions would you make to modify it? What are other alternatives to consider? 7. For the Latin program, what are your thoughts about the oral Latin approach? Do you endorse it and if so, what are some specific suggestions for making it happen? 8. For the Latin program, is there an author that we are not including in the pre-AP Latin program? Surveys

1. What strikes you the most after reading the surveys? 2. What trends do you see from all the surveys together and from the individual survey groups? 3. What grammatical, cultural, and vocabulary concepts are mentioned in the surveys that are not included in our curriculum? 4. How much priority/emphasis should we place on the survey results when considering the future content of our curriculum? 5. What is the overall feeling of current Williston Northampton students who are no longer enrolled in language study? What do their surveys communicate and how can we incorporate it into our curriculum? Overall program

1. What should be the passing grade to pass from one level to the next? Should we adapt specific requirements in addition to the grade to move onto the next level? 2. What summer work could all language students complete to preserve their language proficiency? 3. What are your thoughts on the facilities and resources that we have for teaching language? 4. Do we do what our curricular documents say we do? 5. How can we further strengthen and diversify the cultural component of our program?

The Williston Northampton School

Timeline of 2011â&#x20AC;&#x201C;2012 Internal Curricular Review

The Williston Northampton School

Overview of 2011–2012 Internal Curricular Review Overall Goals

• Generate departmental and intra-language dialogue • Gauge areas of strength/areas for growth within our curriculum using a variety of quality lenses • Construct a shared theory of language learning • Identify changes in our students’ mindsets and skills • Critically reflect on instruction, practice, and assessment • Establish short-term and long-term departmental plans • Increase greater uniformity among language levels • Elicit internal and external perspective on our program Department-specific Goals

• Consider offering AP courses earlier • Consider how we differentiate between standard and honors levels • Discuss how to better include/serve native speakers in our curriculum • Develop a Williston Scholars program with a focus on service component at local schools • Eliminate English as a crutch in the modern language classrooms • Discuss that all formal assessments have a listening component • Explore the use of assessment tools • Rework the scheduling and goals of oral assessments • Establish a curriculum that can be adapted for the Williston+ program • Prioritize cultural proficiency and emphasize technological literacy in the curriculum • Rethink the middle school program to better serve that age group • Reflect on how we teach grammar and vocabulary • Make students aware of what the curriculum is for each year Quality Lenses

• ACTFL Standards for Foreign Language Learning in the 21st Century • Technology Standards of ISTE (International Society for Technology in Education) • Williston’s Principles of Teaching Excellence • External review team • Course inventories • Intradepartmental dialogue • Student and family surveys • Standardized tests (AP and SATII) • Chinese curriculum consultant • The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development. by Heidi Hayes Jacob and Ann Johnson, ASCD Publishers, Alexandra, Virginia, 2009. • ACTFL Standards for Foreign Language Learning in the 21st Century. 3rd Edition. Allen Press, Inc; Lawrence, KS, 2006.

The Williston Northampton School

Schedule

The complete curricular review is programmed for one school year, then the fall for the external review team. Date

Meeting

Agenda

9/3

Opening meetings

Discuss/outline curriculum review goals,

9/29

Department mtg.

Begin a dept. statement of philosophy

10/14

Dept. Fall Retreat

Adopt of ACTFL Standards, write course inventories

11/10

Department mtg.

Work on dept. statement of philosophy and course inventories

12/8

Department mtg.

Work on dept. statement of philosophy and course inventories

1/3

Professional Day

Present/review of survey data, begin consensus maps

1/19

Department mtg.

Discuss technology, (daily schedule discussion)

2/7

Department Day

Discuss culture, develop consensus maps (level articulation)

2/23

Department mtg.

Begin external review team discussion, formation of three work teams

3/26

Professional Day

Professional Development on Culture in the Foreign Language Classroom

4/12

Department mtg.

Continue external review team work, action teams

June

Closing meetings

Next steps: external review team and action teams work

Three Interrelated Phases

Phase #1: Scheduling & documentation A snapshot of our existing program • Prioritizing & scheduling curricular review goals • Develop course inventories • Establish a departmental statement of philosophy Phase #2: Reflection Reviewing the snapshot through the different quality lenses • Review and process information gleaned from data collected from quality lenses • Identify and discuss trends from surveys • Ongoing departmental dialogue • Visit area schools to learn from other programs Phase #3: Modification Modifying existing curriculum with proposed changes • Develop consensus maps • Propose curricular modifications • External review team visits

The Williston Northampton School

Fall Department Retreat

Objective: Discuss different resources for curricular review (ACTFL standards) and create course inventories. • We reviewed and adopted the ACTFL Standards for Foreign Language Learning in the 21st Century which served as one of the primary quality lenses during our curricular review. •T eachers worked in language groups to complete course inventories that included a list of content/concepts, ACTFL standards (met and targeted). •D epartmental dialogue within language groups occurred throughout the day to write the course inventories. Curriculum Documentation

Objective: Document existing curriculum through course inventories, then modified curriculum using consensus maps. There tend to be two polarized tendencies in mapping: • One tendency that mapping becomes too rigid and locks step with curriculum guides, giving the false impression that all is under control • The other tendency is to be loose, vague whereby no one knows what is going on at other levels. Preliminary questions to ask: • How does our department want to document? • How much detail should our department want include in the initial and final documentation? • How can we learn from the 2004 curriculum maps that proved ineffective? • How can we make the final curriculum documentation meaningful and practical? • Format of documentation: electronic or paper? Function

Inventories

Consensus Maps

Authored by

Course instructor/s: Individual and group

Only language groups

Documents

Our existing curriculum by trimesters

Our modified curriculum by school year

Asks

What have we done? What are we doing right now; not want we want to do or plan to do

What do we want to do? Outlines the consistency of what is/will be taught, yet includes flexibility to incorporate activities & strategies teachers feel best match their students’ needs

Highlights

Areas of strength and areas for growth

Omissions, repetition, and gaps in material

Informs

Consensus maps

Future curriculum & cultural proficiency work

Explains

Concept/content ACTFL Standards (Met & Targeted)

Concept/content, culture, skills, assessments, modifications

Consensus map details

• Simple, realistic, but not diluted. Simple will be easier to accomplish and use, but they need to include some detail as well. • Identify areas where we want to grow (e.g., 7th grade survey of all four languages)—rethinking our current practices • Maps need to include our growth areas as well as our practices. • Just essential content, without a timeline. • Most useful tool is level-to-level discussion. Identifying gaps, especially, will be helpful for us. We know anecdotally what each other does within our language; but still would be helpful to codify what is done, for example, with vocabulary themes from level to level. To identify gaps and prevent repetition (of, say, a movie). • Should include changes we WANT to make as well as what we do. • Involves some cutting and pasting of inventories, rather than creating whole new documents • Will take into account the survey results • Current practices will be normal print and proposed modifications will be in italics

The Williston Northampton School

Templates for Curriculum Documentation Course Inventory Template

Inventory of _________________________________________________________________ Trimester 1

Author _ ___________________________________________________________________________________________________ Concept/Content

ACTFL Standards Met

ACTFL Targeted Standards

Content: what is taught, the focus of instruction Concepts: relational statements to unpack specific content

ACTFL Standards that the content/concepts currently meet

ACTFL Standards that the content/concepts will/ could meet

Consensus Map Template

Language level _____________________________________________________________________________________________ Concept/Content

Cultural topics

Skills

Assessments

Summarized/condensed information from the course inventories

Current topics (current in print, proposed in italics)

Directly aligned with content; they identify precise proficiencies for students to know and demonstrate(current in print, proposed in italics)

Demonstrations of learning performances or exhibitions (current in print, proposed in italics)

Student and Family Surveys

Objective: Identify changes in our students’ mindsets, skills, and interests. The raw survey data is compiled, organized, and summarized by the department chair. The data is then summarized into overall program results and by discipline (language specific in our case). This information is shared with the department during the second phase of the curricular review. The chair asks the department members for their impressions as they reflect on the data, then provides his/her own thoughts/recommendations based upon the material. It is important to identify the trends of the survey material…what do the surveys tell us?

Completed student and family surveys totaled 495: Survey type

Format

Responses

Administered

Students currently enrolled in language study

Paper

382

Oct 26 & 27

2006–2011 middle school families

Electronic

Dec 15-Jan 1

Students who decided to stop studying language

Paper

Nov 11

2006–2011 WNS alumni

Electronic

Oct 31–Nov 11

Standardized Tests

Objective: Utilize the scores of standardized language tests (AP & SATII) from the last five years to evaluate our advanced course offerings, the pace of the overall curriculum, as well as the rigor of the lower levels that eventually lead to the advanced courses. • College Counseling & the Academic Office provide us with standardized test scores to identify strengths and areas for growth in specific areas and skills in our advanced courses.

The Williston Northampton School

Chinese Consultant

Objective: Strengthen our current Chinese program and consider options for future growth • The department contracted the consulting services of an area Chinese teacher. Huihong worked with her on numerous Wednesday afternoons and the Feb 7 Department Day. • The Chinese consultant served as a sounding board for our overall Chinese program, helped us establish short- and long-term goals for the Chinese program, and offered support to submit an AP Chinese syllabus to the College Board. Professional Development

Professional development precedes and parallels meaningful, lasting curricular modifications and the development of shortand long-term goals. One of the greatest factors in a curricular review is the mindset of the teachers because it directly impacts the curriculum. It is essential to injecting new ideas and perspectives about three areas: what current research reveals about the discipline, what our department currently does through our curriculum, and what other programs outside our school are currently doing. During our curricular review, our professional development includes: • Departmental and intra-language dialogue to gauge areas of strength and areas for growth in existing curriculum as we review our course inventories and data from the student and family surveys. • A Chinese consultant has helped us review/strengthen our Chinese program, as well as move forward with plans to offer AP Chinese for the 2012–2013 school year. • March 26th workshop on cultural proficiency in foreign language learning. Dr. Benjamin Bailey of UMass Amherst worked with us to share his research and other current research on how language and culture are interrelated, to look at how our existing curriculum supports/lacks the construct of culture, and to support our efforts to strengthen and diversify our cultural component of our curriculum. • An external review team will provide outside perspective on our curricular review • Visiting area language programs during next school year

Departmental Statement of Philosophy

After several months of work, the department agreed upon the following departmental statement of philosophy: The Williston Northampton Language Department inspires students to communicate in new ways, to make meaningful connections, to expand their world view and to enrich their communities. Objective: Create a “living” document that: • Is a concise statement of the general values and principles that guide the curriculum • Sets a tone and a philosophical position from which a program’s goals and objectives stem • Defines the broad purposes that the program aims to achieve • Identifies the signature features of the program • Aligns itself with the overall school mission statement • Explicitly states vision and values that are realistic and achievable Three components make up the statement of philosophy: 1. Primary functions: the activities of the program that represent its most salient functions, operations, and offerings. 2. Purpose: the primary reasons why the program performs its major activities/operations 3. Stakeholders: establishes the groups or individuals that participate in the program and those that will benefit from the program. Language Trends

Objective: Identify trends in 1992-2011 enrollments of the overall language program and of specific languages. • The Academic Office provided with enrollment numbers from 1992 to 2011 to study the trends in the language program. • This information helped us to ask why some students were not continuing on with language study beyond the required three years and it provided us with a twenty-year perspective of ups and down in our program enrollment. External Review Team

Objective: provide beneficial critique of departmental current practices and assumptions. The advantage of having an external review team is twofold: it affords the department the validation that it needs to effect positive change, while at the same time, it allows the outside review team the opportunity to offer opinions on a range of topics.

The Williston Northampton School

External review team members Our department will choose four people to compose the external review team, representing each language. Team members will come from independent and public high school settings, as well as undergraduate programs. One team member will be appointed as chair for primary contact and a possible spring visit. Reflection & goal setting The department head, working with the department, identifies areas of strength and areas for growth, as self-assessed against the department’s currents goals and objectives. This work can be informed by a high level of review of the standards that the department wishes to achieve, but a full scale curriculum mapping is neither necessary nor time effective in the available schedule. Essential questions & materials for external review team The department will identify and formulate essential questions for the external review team. The essential questions represent questions that we have collectively and individually asked ourselves during this year’s review process. In addition to the questions, the external review team will also receive essential materials of the curricular review such as our departmental statement of philosophy, completed consensus maps, course goals, information on the texts, a list of past and scheduled outside trips/speakers, and plans for future development (action teams, etc.). Evaluation visit (Fall 2012) Discuss observations, reflections on curricular materials, & recommendations The external review team will conduct a two-part fall visit (one week apart): • Visit #1: Full day of class observations Observe classes Meet as a team to discuss observations and plan for second visit • Visit #2: Meet with department (week later) Meet with department for dinner with administrator(s) Following their visit, the external review team will furnish a written report. Overall Objectives of External Review Team • Critically reflect on instruction, practice, and assessment of the Department • Determine if we do what our curricular review documents say we do • Gauge how present the ACTFL standards are in our curriculum • Identify what we need to do to move forward both collectively as a department and as individual language groups • Dialogue about how to further strengthen and diversify our program’s cultural component Role of Review Team Chair • Dialogue with the school about his/her own expectations as Chair of the review team • Elicit the team’s expectations about what they would like to get out of this review process • Foster communication among the review team members before, during, and after the summer • Maintain contact with the Department Chair during the external review process • Serve as liaison between the external review team and the Department Chair • Participate in a two-part fall visit to the school to observe classes and meet with the Department Role of Review Team Members • Review pertinent curriculum documents during summer of 2012 (see list below) • Reflect on essential questions provided by department to consider during review process • Participate in a two-part fall visit to the school to observe classes and meet with the Department • Provide detailed, written feedback to the Chair of the review team and the Department • Communicate with the Chair of the review team as needed • Meet together as a team prior to the fall visit to the school

The Williston Northampton School

Role of Williston’s Language Department Chair • Distribute curricular review documents to the external review team by mid-June • Communicate with the Chair of the review team as needed • Schedule spring and fall visits of the external review team • Facilitate communication between the Department and the Chair of the review team • Provide a model of the report to be submitted by review team at end of the review process Curricular Documents for External Review Team 1. Welcome letter 2. External review plan 3. List of essential questions 4. Overview of curriculum review 5. School description 6. Department Statement of Philosophy 7. Quality lenses • ACTFL, ISTE, & Williston’s Principles of Teaching Excellence standards • Survey results (alumni, middle school families, and current students) • AP scores • Enrollment trends of language program 8. 2012 consensus maps 9. 2004 curriculum maps Action Plan for Cultural Literacy

The action plan for cultural proficiency represents one of the principal outcomes of our curricular review to date (future action plans may emerge as we move forward). The core of the action plan is to strengthen and diversify the cultural component of our curriculum. This decision stems from multiple sources: our course inventories, feedback from the student and family surveys, and current trends in foreign language learning as identified in the ACTFL standards. Our March 26th professional development informed this action plan as we develop our consensus maps and make other curricular modifications moving forward. Technology

Objective: Review the department’s current use of technology and discuss future options of language-based technology • Clarify our goals for technology in the foreign language classroom (TBD) • Review and document ISTE standards • Many language classes have begun to use the online Study Blue program to make and practice vocabulary • Consideration of requesting a set of 15 I-Pads for future program enrichment • Look into practicality of e-books for existing or new textbooks • Reflect on how much we use the online component of our current textbooks Action Teams

Objective: Three departmental teams formed to research and develop targeted areas for future development and to propose curricular changes for the 2012–2013 school year. Below is the team’s specific objective and a summary of its work this late spring. The teams will resume work in the fall. Middle school language program: Evaluate different components of the current middle school language program, such as pace of instruction, use of technology, and what it means to teach language to middle school students. The team will also consider possible programmatic changes to the MS program for 2013–2014. Ideas from initial discussion: • explore the idea of two “tracks” in the MS: Honors and standard • look at how to teach MS students in a more effective way • how do we use all the extra time in the Middle School • explore the idea of sampling of each language in grade 7 • how to teach and assess MS students differently than US students • explore the idea of building into the MS schedule some “field trip days”

The Williston Northampton School

Researched what peer independent schools offer Chinese in grades 7 and 8: only about 25% of peer private schools in MA offered Chinese at the MS level. Looking at Chinese offered at the MS level in public schools, a good number of schools do offer it. Idea about offering a survey language course in the MS: The Head of MS feels that a survey course isn’t what families are looking for. They’re ready to dive into a full program. Strengths: immersion, safe environment, project based. Direction to move in: time to share and collaborate. Focus: learn to enjoy language and learn how to learn language. Innovative MS programs that involve interdisciplinary work. Ideas of portfolios as final assessment instead of an normal end of the year project. Technology: Would like to hear more about a language lab from the visitors (curricular review). Audio component to our textbooks? E pen pals? MS surveys (from current students in grades 7 and 8) From 7th grade survey • more writing • learning more about the diversity of the Spanish speaking world • do more reading and writing • more videos From 8th grade survey • more group work • more activities, more projects • more reading and speaking • more games • more interaction with on another The need for a field trip day for all the languages...a good time would be the beginning of Trimester 2? Need to lobby both Head of MS and Dean of Faculty for more time for teachers to collaborate. Travel/study abroad: Work with Advancement to identify and develop different resources for providing scholarships for students to travel/study abroad and to look into the possibility of developing a trimester program for students to travel and study as part of their Williston academic experience. Two issues: • What kind of travel and study programs? • How to have more financial aid available for these programs? Two concrete steps: 1. Plans and drafts for survey of students and parents to ascertain what kinds of travel and study programs are of most interest. 2. Opening of discussion with Communications about how and when to send out the survey. Thoughts in the air: • Exchanges? • Williston Scholars course involving international travel/ research/ community service? Current travel programs from our department: • Latin Italy (June 2012) • French Quebec (February 2013) Service-learning program: Look into developing and scheduling a service-learning program for advanced language students in their fourth or fifth year of study to mentor students at area elementary schools.

The Williston Northampton School

We met on three occasions this spring to discuss the possibility of having Williston language students reach out to the following communities: our own upper and middle school students, Williston’s Children’s Center, local public schools, and the global community. • what service-learning program would look like: curricular or extra-curricular • impact of program on language curriculum: possible need for development of • new Chinese, French, Latin, Spanish or Education course(s), possible effect on enrollment • age/level program (course) would be appropriate for • criteria for selection to program (course) • start of program (course) • frequency of visits to local school(s) • middle school students could go to Williston’s Children’s Center • potential local schools to approach • language tables at lunch led by Williston students, interns • Williston Scholars program with international travel component Here are some questions for further discussion by the Language Department: 1. Do we want to develop a course or courses that would have a service-learning component? If so, for which community/ communities? 2. Do we want to develop an extra-curricular program with a service-learning component? If so, for which community/ communities? 3. Do we want to develop a Williston Scholars course with an international travel component?

END OF OVERVIEW

The Williston Northampton School

The School The Williston Northampton School is a coeducational independent college preparatory boarding and day school serving 447 students in grades 9–12 in its Upper School and 81 students in grades 7–8 in its day Middle School. Accredited by the New England Association of Schools and Colleges, Williston is the product of a 1971 merger between Williston Academy and Northampton School for Girls. The 528 students at Williston Northampton School benefit from a rigorous academic curriculum and a dedicated faculty committed to preparing students to embrace academic challenges during their time at Williston and in their future studies. Our students also take advantage of our numerous athletic and artistic offerings and a campus culture that encourages students to push past their boundaries and attempt new things. They do this on our beautiful 125-acre campus located in Easthampton, Massachusetts, in the heart of the Five College area that is home to Amherst, Hampshire, Mount Holyoke, and Smith Colleges, and the University of Massachusetts.

Our Mission The Williston Northampton School inspires students to live with purpose, passion, and integrity.

OVERVIEW

2011–2012 Student Body (Upper School only)

BOYS

GIRLS

TOTAL

Boarding

142 100

120 85

262 185

Day

447

TOTAL Students of color: 16% Students from:

22 states and 24 countries

Class Distribution

129 (includes 15 postgraduates) 111 Grade 10: 118 Grade 9: 89 TOTAL: 447 Grade 12: Grade 11:

Financial Aid Percent of students:

46%

Total financial assistance:

$6,495,000

The 2011–2012 Faculty

Williston faculty members also live on campus and serve as dormitory counselors, academic advisors, and/or coaches. MEN: 35 WOMEN: 34 TOTAL: 69

The Williston Northampton School

Program and Resources

• Average class size of 13 • 145 courses including 37 Advanced Placement and honors courses • 54% of 2011 AP exam results were scored four or five • 125-acre campus offering large and small dorms, five technology centers, a professional theater, student center, athletic complex, two synthetic turf fields, one with lights and stadium seating, enclosed ice arena, 12 tennis courts, arts studios and gallery. • 61 competitive teams in 32 sports • 100% of students involved in work service program • 35 club programs and many leadership opportunities • 45,000 volume library, extensive periodical and online reference collection and interlibrary loan Courses Required for Graduation

12 credits 9 credits Science: 6 credits English:

Mathematics:

6 credits 8 credits

Foreign Language & Literature: History & Global Studies: Fine Arts:

3 credits

Special Programs Williston+ and Williston Scholars

The Williston+ program brings the exceptional resources of the Five Colleges—Amherst, Hampshire, Mount Holyoke, and Smith Colleges, and the University of Massachusetts—into Williston classrooms, enriching students’ educational experiences. The Williston Scholars program provides the opportunity for rigorous study in an interdisciplinary topic for one trimester, followed by a second trimester of independent project work. Williston Scholar courses are taught by Williston faculty members in collaboration with professors, graduate students, and professionals in the community. Writers’ Workshop Series

The Writers’ Workshop Series at Williston began in 1998 as an advanced class for aspiring student writers. The first semester course meets twice weekly for a two-hour evening session of intense writing and literary criticism. Several times throughout the course, a well-established writer comes to campus for a public reading followed by hands-on instruction for members of the class. Poets, playwrights, novelists, and nonfiction writers have all offered insight on the process of writing and how they find their sources of inspiration. Photographers’ Lecture Series

Williston presents its Photographers’ Lecture Series in the spring. Each year, an outstanding group of guest documentary photographers, photojournalists, commercial photographers, photo editors, and others involved in the field, individually visit the campus to show examples of their work and offer insight and opportunity for discussion. All presentations are open to the entire school community as well as the public. Immediately following each lecture, Williston photography students then spend classroom time with the guest, receiving technical and creative guidance in advanced photography.

The Williston Northampton School

Departmental Statement of Philosophy The Williston Northampton Language Department inspires students to communicate in new ways, to make meaningful connections, to expand their world view and to enrich their communities. WNS 学校的语言系致力于激励学生用新的交流方式进行交流，积极进行有意义的联系，开拓视野以及丰富其社区的活动。 La section de langues à Williston Northampton incite ses élèves à apprendre de nouvelles façons de communiquer, à établir des liens significatifs, à élargir leur vision du monde, et à enrichir les communautés dont ils font partie. Munus Linguae Willistoniensis Northamptonensis novis modis conloqui, ex animo coniungere, prospectum mundi extendere et civitates confirmare discipulos inspirat. El Departamento de Lenguas de Williston Northampton inspira a sus estudiantes a comunicarse en nuevas formas, a hacer conexiones significativas, a ampliar la manera de ver el mundo y a enriquecer sus comunidades.

The Williston Northampton School

Quality Lenses for Curricular Review • Standards: ACTFL, ISTE, & Williston’s Principles of Teaching Excellence • Survey Results (Alumni, Middle School Families, and Current Students) • AP Scores • Enrollment Trends of Language Program

The Williston Northampton School

COMMUNICATION

CULTURES

COMMUNITIES

COMPARISONS

CONNECTIONS

STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from nonEnglish backgrounds should also have opportunities to develop further proficiencies in their first language.

In 1993, a coalition of four national language organizations (the American Council on the Teaching of Foreign Languages, the American Association of Teachers of French, the American Association of Teachers of German, and the American Association of Teachers of Spanish and Portuguese) received funding to develop standards for foreign language education, grades K-12.

This was the seventh and final subject area to receive federal support to Statement of Philosophy develop national standards Standards for Foreign Language Learning as part of the Bush Administrationâ&#x20AC;&#x2122;s America 2000 education initiative, which continued under Goals 2000 in the Clinton Administration. An eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, was appointed to undertake the task of defining content standardsâ&#x20AC;&#x201D;what students should know and be able to doâ&#x20AC;&#x201D;in foreign language education. At each stage of development, the task force shared its work with the broader profession and the public at large. The resulting document represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of foreign language instruction in American education. The standards do not describe the current status of foreign language education in this country. While they reflect the best instructional practice, they do not describe what is being attained by the majority of foreign language students. The Standards for Foreign Language Learning will not be achieved overnight; rather, they provide a gauge against which to measure improvement in the years to come. The standards are not a curriculum guide. While they suggest the types of curricular experiences needed to enable students to achieve the standards, and support the ideal of extended sequences of study that begin in the elementary grades and continue through high school and beyond, they do not describe specific course content, nor recommended sequence of study. They must be used in conjunction with state and local standards and curriculum frameworks to determine the best approaches and reasonable expectations for the students in individual districts and schools.

The purposes and uses of foreign languages are as diverse as the students who study them. Some students study another language in hopes of finding a rewarding career in the international marketplace or government service. Others are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages. Still others seek greater understanding of other people and other cultures. Many approach foreign language study, as they do other courses, simply to fulfill a graduation requirement. Regardless of the reason for study, foreign languages have something to offer everyone. It is with this philosophy in mind that the standards task force identified five goal areas that encompass all of these reasons: Communication, Cultures, Connections, Comparisons, and Communities—the five C’s of foreign language education.

The Five C’s of Foreign Language Education

Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature.

Communication

Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.

Cultures

Learning languages provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker.

Connections

Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world.

Comparisons

Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways.

Communities

“Knowing how, when, and why to say what to whom” All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s foreign language classroom.

Standards for Foreign Language Learning Communication

Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Comparisons Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Following is an abbreviated sample of the goals, standards, and progress indicators for grades four, eight, and twelve as they appear in â&#x20AC;&#x153;Standards for Foreign Language Learning: Preparing for the 21st Century.â&#x20AC;?

COMMUNICATION 1.1

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. This standard focuses on interpersonal communication, that is, direct oral or written communication between individuals who are in personal contact. In most modern languages, students can quite quickly learn a number of phrases that will permit them to interact with each other. In the course of their study, they will grow in their ability to converse in a culturally appropriate manner. Sample Progress Indicators

Grade 4: Students ask and answer questions about such things as family, school events, and celebrations in person or via letters, e-mail, or audio and video tapes.

1.2

Grade 8: Students exchange information about personal events, memorable experiences, and other school subjects with peers and/or members of the target cultures.

Grade 12: Students exchange, support, and discuss their opinions and individual perspectives with peers and/or speakers of the target language on a variety of topics dealing with contemporary and historical issues.

Students understand and interpret written and spoken language on a variety of topics. Standard 1.2 involves one-way listening and reading in which the learner works with a variety of print and non-print materials. The context in which the language is experienced and the ability to control what they hear and read may impact studentsâ&#x20AC;&#x2122; development of comprehension. As a result, the ability to read may develop before the ability to comprehend rapid spoken language. In addition, content knowledge will often affect successful comprehension, for students understand more easily materials that reflect their interests or for which they have some background. Sample Progress Indicators

Grade 4: Students comprehend the main idea of developmentally appropriate oral narratives such as personal anecdotes, familiar fairy tales, and other narratives based on familiar themes.

1.3

Grade 8: Students use knowledge acquired in other settings and from other subject areas to comprehend spoken and written messages in the target languages.

Grade 12: Students demonstrate an increasing understanding of the cultural nuances of meaning in written and spoken language as expressed by speakers and writers of the target language in formal and informal settings.

Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. This standard focuses on the formal presentation of information, concepts, and ideas in spoken and written form and is concerned, in most cases, with one-way speaking and writing. Students with little or no previous language experience are likely to produce written and spoken language that will contain a variety of learned patterns or will look like English with words in the other language. This is a natural process and, over time, they begin to acquire authentic patterns and to use appropriate styles. By contrast, home-background students will write in ways that closely resemble the spoken language. Moreover, they will control informal oral styles. Over time these learners will develop the ability to write and speak using more formal styles. Sample Progress Indicators

Grade 4: Students prepare illustrated stories about activities or events in their environment and share with an audience such as the class.

Grade 8: Students prepare tape or video recorded messages to share locally or with school peers and/or members of the target cultures on topics of personal interest.

Grade 12: Students prepare a researchbased analysis of a current event from the perspective of both the U.S. and target cultures.

CULTURES 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. This standard focuses on the practices that are derived from the traditional ideas and attitudes (perspectives) of a culture. Cultural practices refer to patterns of behavior accepted by a society and deal with aspects of culture such as rites of passage, the use of forms of discourse, the social “pecking order,” and the use of space. In short, they represent the knowledge of “what to do when and where.”

2.2

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. This standard focuses on the products of the culture studied and on how they reflect the perspectives of the culture. Products may be tangible (e.g., a painting, a piece of literature, a pair of chopsticks) or intangible (e.g., an oral tale, a dance, a sacred ritual, a system of education). Whatever the form of the product, its presence within the culture is required or justified by the underlying beliefs and values (perspectives) of that culture, and the cultural practices involve the use of that product.

CONNECTIONS 3.1

Students reinforce and further their knowledge of other disciplines through the foreign language. Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the school day, so too can foreign language build upon the knowledge that students acquire in other subject areas. In addition, students can relate the information studied in other subjects to their learning of the foreign language and culture. Foreign language instruction thus becomes a means to expand and deepen students’ understanding of, and exposure to, other areas of knowledge. The new information and concepts presented in one class become the basis of continued learning in the foreign language classroom.

3.2

Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. As a consequence of learning another language and gaining access to its unique means of communication, students are able to broaden the sources of information available to them. They have a “new window on the world.” At the early levels of language learning, students can begin to examine a variety of sources intended for native speakers, and extract specific information. As they become more proficient users of the foreign language, they can seek out materials of interest to them, analyze the content, compare it to information available in their own language, and assess the linguistic and cultural differences.

COMPARISONS 4.1

Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

This standard focuses on the impact that learning the linguistic elements in the new language has on students’ ability to examine English and to develop hypotheses about the structure and use of languages. From the earliest language learning experiences, students can compare and contrast the two languages as different elements are presented. Activities can be systematically integrated into instruction that will assist students in gaining understanding and in developing their abilities to think critically about how languages work.

4.2

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

As students expand their knowledge of cultures through language learning, they continually discover perspectives, practices, and products that are similar and different from their own culture, and they develop the ability to hypothesize about cultural systems in general. Some students may make these comparisons naturally, others may not. This standard helps focus this reflective process for all students by encouraging integration of this process into instruction from the earliest levels of learning.

COMMUNITIES 5.1

Students use the language both within and beyond the school setting. This standard focuses on language as a tool for communication with speakers of the language throughout one’s life: in schools, in the community, and abroad. In schools, students share their knowledge of language and culture with classmates and with younger students who may be learning the language. Applying what has been learned in the language program as defined by the other standards, students come to realize the advantages inherent in being able to communicate in more than one language and develop an understanding of the power of language.

5.2

Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. Each day millions of Americans spend leisure time reading, listening to music, viewing films and television programs, and interacting with each other. By developing a certain level of comfort with their new language, students can use these skills to access information as they continue to learn throughout their lives. Students who study a language can use their skills to further enrich their personal lives by accessing various entertainment and information sources available to speakers of the language. Some students may have the opportunity to travel to communities and countries where the language is used extensively and, through this experience, further develop their language skills and understanding of the culture.

SAMPLE LEARNING SCENARIO: NEWSCAST Standards Targeted 1.1 1.3 2.1 3.1 5.1 5.2

Interpersonal Communication Presentational Communication Practices of Culture Furthering Connections School and Community Life-long Learning

Description In the Spanish II class in Williamston High School, a small, rural community in Michigan, students worked in groups to write, produce, and videotape a fifteen-to-twenty minute Spanish language news show that included news events; a live, from-the-scene report; weather; sports; and commercials. The news events included items from the Spanish-speaking world, the United States, the state, and local areas.

Reflection 1.1—Students work cooperatively in groups using the language to produce the newscast. 1.3—Students produce the newscast in the language studied. 2.1—Students present news stories that reflect a perspective from the culture studied. 3.1—Students develop news items on a variety of topics. 5.1—Students use the language in the classroom. 5.2—Students develop insights necessary for media literacy. If the students were asked to view taped newscasts and commercials from two Spanish speaking countries and use them as models for their project, an emphasis could be placed on Standards 1.2 and 4.1 (in preparing for the project, students view newscasts and compare and contrast language styles) and Standard 4.2 (students note cultural similarities and differences in the videotapes they viewed). This type of preparation for the project would also provide the opportunity to target Standard 2.2 with students analyzing a product of the culture studied. This scenario could be applied to any language at a variety of levels.

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LEADING DIGITAL-AGE EDUCATION

The ISTE NETS and Performance Indicators for Teachers (NETS•T)

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

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1. Facilitate and Inspire Student Learning and Creativity ADVANCING Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student DIGITAL-AGE LEARNING learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments ADVANCING DIGITAL-AGE TEACHING

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2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

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a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress ADVANCING DIGITAL-AGE LEADERSHIP c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. b. c. d.

participate in local and global learning communities to explore creative applications of technology to improve student learning exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Williston’s Principles of Teaching Excellence Rationale for the Principles of Teaching Excellence

The Teaching Excellence Task Force recommended the adoption of this rubric for teaching excellence to the Head of School. We felt it was important to have an instrument that was universal, though we feel that departments could use supplemental elements. We see this rubric as a living document that will be subject to continued evaluation and review. Our rationale for the creation and use of the Principles of Teaching Excellence is as follows: • To guide teachers in reflecting on their craft and to assist in the self-evaluation process. • To define for new faculty characteristics of excellent teaching. • To frame the conversations on teaching and learning between teachers, department heads, and the Dean of Faculty within the formal evaluation process. • To inform individual teachers, department heads, and the Dean of Faculty as they plan professional development programs.

Principles of Teaching Excellence

1. Teachers are committed to their students and passionate about teaching. • Teachers incorporate mission values into their actions as role models in and outside the classroom. • Teachers are excited and enthusiastic about being in the classroom each day. • Teachers treat students equitably with kindness, fairness, and respect. • Teachers are concerned with development of the character of their students. • Teachers hold and enforce consistently high expectations for behavior and learning. • Teachers actively establish a classroom environment that encourages growth. 2. Teachers know the subjects they teach and know how to teach these subjects to students. • Teachers are skilled and knowledgeable in their subject areas. • Teachers have an understanding of how students learn and generate multiple paths to knowledge. • They possess a repertoire of pedagogical knowledge and instructional techniques that take into account the needs of the students. • Teachers have clearly articulated goals. • Teachers appreciate how knowledge in their subject is created, organized, and linked to other disciplines. 3. Teachers are responsible for monitoring and assessing student learning. • Teachers place a premium on student engagement. • Teachers review criteria for proficient work including rubrics and exemplars. • Teachers are diagnosticians of students’ interests, abilities, and prior knowledge. • Teachers have students set goals and self-assess. • Teachers use a variety of methods to assess for understanding. • Teachers anticipate student misperceptions and confusions and develop strategies to overcome them. • Teachers give struggling students personal attention to help them reach proficiency. • Teachers have students summarize and internalize what they learn and apply it to real-life situations. 4. Teachers are members of professional learning communities. • Teachers carry out their responsibilities reliably and punctually. • Teachers observe appropriate boundaries with other constituents: students, peers, administrators, parents. • Teachers actively seek out feedback and use it to improve performance. • Teachers draw upon research and scholarship to improve their practice and engage in ongoing professional development. • Teachers are prompt and responsive in dealing with parent concerns. • Teachers contribute to school effectiveness by collaborating with peers and other professionals. • Teachers take advantage of community resources.

The Williston Northampton School

Survey Results of Current Students Enrolled in Language Program (382 Responses) ALL LANGUAGES Survey results of current students enrolled in language program 382 completed surveys Why did you first choose to study a second language? (mark more than one if applicable) 57% My own choice 51% Interest in the language/culture 35% Career advantages 30% Parents’ preference 29% Past experience with language/culture 24% Recommendation of adult other than parents 8% Family heritage 6% Friends in class 5% Language requirement Respond to the following statements by writing an “X” in the box.

Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should have to learn a second language because English is the international language.

40%

42%

12%

Foreign language students should learn about the language’s culture as well as the language itself.

30%

49%

16%

Speaking another language will make me more sophisticated.

16%

43%

26%

14%

Learning another language can open my mind and help me understand others better.

38%

45%

12%

Learning another language will help me in a future job/career.

40%

39%

17%

n/a

Rank the following skills from most emphasized to least emphasized as taught in your class: (Only for Chinese, French, and Spanish) 1. Speaking (most emphasized) 2. Writing 3. Listening 4. Reading (least emphasized)

The Williston Northampton School

CHINESE Survey results of current students enrolled in language program 26 completed surveys Why did you first choose to study a second language? (mark more than one if applicable) 65% Career advantages 65% My own choice 42% Interest in the language/culture 27% Parents’ preference 23% Recommendation of adult other than parents 15% Past experience with language/culture 8% Friends in class 8% Family heritage Respond to the following statements by writing an “X” in the box. Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should not have to learn a second language because English is the international language.

n/a

50%

42%

Foreign language students should learn about the language’s culture as well as the language itself.

37%

42%

19%

n/a

Speaking another language will make me more sophisticated.

19%

38%

37%

n/a

Learning another language can open my mind and help me understand others better.

31%

58%

n/a

Learning another language will help me in a future job/career.

54%

38%

n/a

Rank the following skills from most emphasized to least emphasized as taught in your class: Most emphasized=1 Emphasized=2 Least emphasized=3 Speaking & Reading (47)* Writing (51) Listening (61) *lower number indicates most emphasized

What elements of the language’s culture most interest you? • The writing/characters (5) • The history and complexity of Chinese (4) • Food (3) • Cultural values of Chinese society (2) • Music • Pop culture • The stories

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• How words change with a single mark; how putting two unrelated words together creates a third unrelated expression • Slang, common expressions, origins of words/phrases) • The transition from one language to another is fascinating because the discrepancies in speech and the way people express themselves How do you see yourself using a second language in the future? • Future job, career (15) • Talking to my parents (2) What are the greatest strengths of the Williston language program? Overall program descriptions • Different language options (2) • It forces you to speak completely in FL and trains you to think in the FL Trips Teaching style • Teachers help students if needed • Use of different methods to teach the language Instructional material • Speaking emphasized (2) • All aspects of the language are covered • Frequent, scheduled quizzes to document learning Classroom environment • Small class size (2) • The way teachers interact with students Teachers • Diversity (2) • Having a Chinese teacher (2) • Great, fluent teachers • Bao Laoshi is doing a great job; excellent and very intelligent Chinese teacher • Teacher’s work ethic and rigor What specific suggestions would you give the language teachers to improve their classes? Overall program descriptions A Chinese language trip to practice the language Teaching style • More immersion in the language (2) • To have everyone participate more (2) • Active learning activities, more games • More consistently scheduled quizzes • Not so much immersion because I cannot learn that way • Projects • Make it more organized, follow agenda, and have greater consistency in teaching Instructional material • Emphasize the accents of the language taught • Videos to help cultural understanding • More emphasis on culture • Spend more time writing the characters • Classroom environment • Be more patient with students since it is such a different language • Remove disruptive students from class

The Williston Northampton School

FRENCH Survey results of current students enrolled in language program 76 completed surveys Why did you first choose to study a second language? (mark more than one if applicable) 67% My own choice 50% Interest in the language/culture 36% Past experience with language/culture 21% Recommendation of adult other than parents 17% Parents’ preference 17% Career advantages 13% Family heritage 4% Friends in class Respond to the following statements by writing an “X” in the box. Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should not have to learn a second language because English is the international language.

13%

43%

40%

Foreign language students should learn about the language’s culture as well as the language itself.

28%

45%

21%

Speaking another language will make me more sophisticated.

21%

49%

15%

Learning another language can open my mind and help me understand others better.

40%

42%

13%

Learning another language will help me in a future job/career.

36%

29%

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Rank the following skills from most emphasized to least emphasized as taught in your class: Most emphasized Emphasized Least emphasized Speaking (107) Listening (125) Writing (138) Reading (168) *lower number indicates most emphasized

The Williston Northampton School

What elements of the language’s culture most interest you? • Food (20) • French expressions (7) • History (6) • Differences between U.S. culture and French-speaking cultures (6) • Cultural diversity of Francophone world (6) • Fashion (5) • Art (4) • Music (4) • Differences between English and French (3) • Architecture (2) • Holidays • Geography • The media • Religion • Leisure, entertainment How do you see yourself using a second language in the future? • Travel (45) • Future work, career (31) • College (5) • Conversing with my French-speaking family (5) What are the greatest strengths of the Williston language program? Overall program descriptions • Teachers (15) • Travel programs-Quebec (6) • The variety of languages and the program levels (4) • Williston+ opportunities (Cirque de Soleil) (2) Teaching style • Immersion (19) • Students fully grasp all skills of the language (4) • Helping me to think in the language Instructional material • Being able to communicate (8) • Projects & activities (6) • AP course prepares students well for the AP exam • Reading activities • Balance between language and culture Classroom environment • Good class sizes (2) • Engaging classes that have taught me for 6 years What specific suggestions would you give the language teachers to improve their classes? Overall program descriptions More field trips

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Teaching style • Allow some English to ask a question or rephrase something: I could then learn and comprehend better (3) • Stricter classes so everyone speaks in the target language at all times (3) • Competitive games (3) • Find new, clearer ways to explain material while maintaining immersion classroom • Greater emphasis on accents and speaking Instructional material • More conversational and interactive activities to make us more fluent (15) • Less busy work (6) • Hands-on activities, projects (4) • Greater emphasis on culture (3) • More written assignments • Hand out more study guides • Forming sentences to improve speaking • Watch videos and listen to conversations more often • More homework/sections from the book • Spend more time on material Classroom environment • Practice more listening comprehension (2) • Extra work for people who want a challenge

The Williston Northampton School

LATIN Survey results of current students enrolled in language program 68 completed surveys Why did you first choose to study a second language? (mark more than one if applicable) 53% Interest in the language/culture 49% My own choice 34% Recommendation of adult other than parents 32% Parents’ preference 28% Career advantages 12% Mandated 10% Past experience with language/culture 4% Family heritage 3% Friends in class Respond to the following statements by writing an “X” in the box. Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should not have to learn a second language because English is the international language.

12%

38%

41%

Foreign language students should learn about the language’s culture as well as the language itself.

35%

50%

13%

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Speaking another language will make me more sophisticated.

16%

41%

31%

12%

Learning another language can open my mind and help me understand others better.

44%

40%

15%

Learning another language will help me in a future job/career.

38%

21%

Rank the following skills from most emphasized to least emphasized as taught in your class: Most emphasized=1 Emphasized=2 Reading (85)* Writing (107) (Speaking and Listening not applicable) *lower number indicates most emphasized

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What elements of the language’s culture most interest you? • Roman Empire, culture (21) • Connection between modern languages/cultures and Latin (18) • History (16) • Greek mythology (8) • Government (8) • Food (3) • Daily life (2) • Clothing How do you see yourself using a second language in the future? • Help for the standardized tests (23) • Help learn my first language better (23) • Future profession (15) • Learn a second modern language (13) • Future studies (5) What are the greatest strengths of the Williston language program? Overall program descriptions • Teachers (24) • Williston+ opportunities (4) • Teaching style • Emphasis on writing/translating and getting familiar with the words (7) • Interactive activities (3) • Language is learned quickly and it stays with you • Instructional material • Comfortable atmosphere, small classes (9) • Readings Classroom environment • Resources available to the students to use (6) • Availability of teachers for extra help (3) What specific suggestions would you give the language teachers to improve their classes? Overall program descriptions • Less expensive trips (3) • Teaching style • Focus on speaking more, pronunciation (10) • More emphasis on vocabulary • Instructional material • More culture of the language (4) • More projects, movies, songs, and games (4) • More connections with today’s languages (2) • Making connections between Roman life/culture and the modern world (2) • Take extra steps on translating • Translating more “real” Latin like Peter Rabbit • More history • More variety in readings • Classroom environment • More group work to correct homework, study, do classwork, and look over things (2) • Listen to students to find out what would help them learn • More one-on-one study sessions • More studying techniques • More visual learning • More studying techniques

The Williston Northampton School

SPANISH Survey results of current students enrolled in language program 212 completed surveys Why did you first choose to study a second language? (mark more than one if applicable) 55% My own choice 52% Interest in the language/culture 39% Career advantages 35% Past experience with language/culture 34% Parents’ preference 21% Recommendation of adult other than parents 8% Family heritage 8% Friends in class 5% Required Respond to the following statements by writing an “X” in the box. Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should not have to learn a second language because English is the international language.

10%

41%

40%

Foreign language students should learn about the language’s culture as well as the language itself.

28%

51%

14%

Speaking another language will make me more sophisticated.

13%

42%

27%

16%

Learning another language can open my mind and help me understand others better.

37%

46%

11%

Learning another language will help me in a future job/career.

41%

43%

12%

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Rank the following skills from most emphasized to least emphasized as taught in your class: Most emphasized Emphasized Least emphasized Speaking (320)* Writing (341) Listening (367) Reading (484) *lower number indicates most emphasized

The Williston Northampton School

What elements of the language’s culture most interest you? • Food (41) • Festivals, traditions (33) • Cultural and linguistic diversity of the Spanish-speaking world (30) • Culture (26) • History (21) • Cultural values vs. U.S. values (15) • Origins and evolution of the language (10) • Music (5) • Religion (5) • Geography (4) • Art (4) • Differences between English and Spanish (3) • Slang (2) • Dance (2) How do you see yourself using a second language in the future? • Work/career (114) • Travel (110) • Communicating with Spanish speakers (39) • Future studies (15) • Growing Hispanic population in the U.S. (10) • With my family (9) • Learning another language (3) What are the greatest strengths of the Williston language program? Teachers (41) • The teachers know the material/language well (7) • Enthusiasm for the language (5) • Diversity of teachers (2) Overall program • Variety and quality of program’s language levels and course offerings (11) • Travel programs (4) • Technology Teaching style • Immersion (60) • Speaking and listening activities (10) • All language skills are developed (7) • Thorough review of material (4) • Emphasis on writing (3) • Learning conjugations • Instructional material • Interactive, engaging activities (20) • Application of class material to real world situations • Teaching of culture and language together • Learning transcends the classroom • Use of interesting literature/texts Classroom environment • Individual attention/encouragement to each student (21) • Availability for extra help (9) • Small class sizes (5)

The Williston Northampton School

What specific suggestions would you give the language teachers to improve their classes? Overall program • Invite native speakers to class (4) • Field trips for all languages (4) • Oral work/exams should be more spontaneous and not memorized (2) Teaching style • Emphasize speaking/conversation as much as possible for all Spanish classes (27) • Use English occasionally to explain new/challenging material, give directions (16) • Speak slower (13) • Not so strict about immersion classroom (5) • Encourage all students to speak without shyness (3) • Offer/impose extra help more often for students who are doing poorly (3) • Improve clarity of instruction and lesson delivery (3) • Hands-on activities (3) • No English; teach unknown words through gestures (2) • Frequent, small quizzes to gauge learning and performance • Be stricter on immersion component of class • Similar test grading techniques for all teachers • Have us discover more than memorize • Instructional material • More cultural and historical material (8) • Focus more on listening and reading (8) • More videos to hear Spanish speakers (7) • Teach where and when accents should be used, focus on pronunciation (5) • More grammar (3) • More visual presentations/aids (3) • More vocabulary (2) • Do more readings from the book, more activities from the book (2) • Full vocab sheets, not just random information from the book • More work with authentic material • Less worksheets and more classroom discussions lassroom environment C • More group work to learn more from peers and not just the teacher (5) • More paired interaction between students (2) • Smaller classes (2) • Not have class repeat itself so much • Challenge stronger students more • More active classes

The Williston Northampton School

Survey Results of Current Students No Longer Enrolled in Language Program (45 Responses) ALL LANGUAGES Survey results of current students no longer enrolled in language program 45 completed surveys What is your current grade?

10th (4%)

11th (22%)

12th (74%)

Indicate the LAST language level that you studied at Williston: 45 total: 1 (4) 2 (11) 2H (1) 3 (11) 4 (5) Advanced (8) Directed Study (1) Respond to the following statements:

3H (4)

Statement

Strongly agree

Agree

Unsure

Disagree

Strongly disagree

People of the United States should not have to learn a second language because English is the international language.

20%

42%

31%

Foreign language students should learn about the languageâ&#x20AC;&#x2122;s culture as well as the language itself.

11%

48%

20%

n/a

Speaking another language will make me more sophisticated.

31%

47%

Learning another language can open my mind and help me understand others better.

40%

49%

11%

n/a

Learning another language will help me in a future job/career.

36%

40%

24%

n/a

Why did you start to study that language? (Mark all that apply) 73% My own choice 56% Interest in the language/culture 33% Parentsâ&#x20AC;&#x2122; preference 29% Career advantages 27% Recommendation of adult other than parents 22% Friends in class 8% Family heritage 4% Past experience with language/culture

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Why did you stop studying another language? (Mark all that apply) 58% I fulfilled my language requirement 49% Other classes interested me 36% I donâ&#x20AC;&#x2122;t see myself using a second language in the future 29% A language teacher 20% Language study was too challenging for me 13% I studied as far as I could in Willistonâ&#x20AC;&#x2122;s program 7% I had already studied language at a previous school 2% The language classes did not challenge me enough Rank the following skills from most emphasized to least emphasized as taught in the whole program. (Only for Chinese, French, and Spanish) 1. Speaking (most emphasized) 2. Writing 3. Reading 4. Listening (least emphasized)

The Williston Northampton School

CHINESE Survey results of current students no longer enrolled in language program 9 completed surveys Indicate the LAST language level that you studied at Williston: Chinese (9) 1 (1) 2 (6) 3 (2) Why did you start to study that language? (Mark all that apply) 56% My own choice 56% Interest in the language/culture 56% Parents’ preference 56% Career advantages 44% Friends in class 22% Recommendation of adult other than parents Why did you stop studying another language? (Mark all that apply) 67% Other classes interested me 44% A language teacher 33% I fulfilled my language requirement 33% I don’t see myself using a second language in the future 11% The language classes did not challenge me enough Rank the following skills from most emphasized to least emphasized as taught in the whole program. 1. Reading is most emphasized 2. Speaking, Writing, and Listening were equally emphasized Areas of strength:

Overall program A variety of languages and levels for everyone Areas for growth:

Overall program • Williston should hire another Chinese teacher to show a variety of ways of teaching Chinese. • Speaking, not writing, should be the emphasis of the program. (2) • Speaking and listening are more important than writing and memorizing vocabulary. Instructional material • Learn more about culture

The Williston Northampton School

FRENCH Survey results of current students no longer enrolled in language program 12 completed surveys Indicate the LAST language level that you studied at Williston: French (12) 1 (1) 2 (2) 2H (1) 3 (1) 3H (1)

4 (2)

Advanced (3)

AP (0) Dir. Study (1)

Why did you start to study that language? (Mark all that apply) 88% My own choice 88% Interest in the language/culture 55% Recommendation of adult other than parents 33% Parents’ preference 44% Career advantages 22% Friends in class Why did you stop studying another language? (Mark all that apply) 55% Other classes interested me 55% I fulfilled my language requirement 33% I don’t see myself using a second language in the future 33% I studied as far as I could in Williston’s program 33% Language study was too challenging for me 11% The language classes did not challenge me enough 11% I had already studied language at a previous school Rank the following skills from most emphasized to least emphasized as taught in the whole program. 1. Reading (most emphasized) 2. Writing 3. Listening Areas of strength:

Overall program • Group conversations, programs abroad (2), and music • There were many options for everyone Teaching style • Immersion (4) • Teachers emphasize participation Instructional material • Learning about the culture and slang • Interesting projects Classroom environment • The small classes and the teachers Areas for growth:

Instructional material • Focus more on everyday vocabulary, like cat, hamster, etc.

The Williston Northampton School

LATIN Survey results of current students no longer enrolled in language program 9 completed surveys Latin (9)

1 (1)

3 (3)

3H (2)

AP (3)

Teachers • The dedication and quality of teachers (4) Overall program • Small classes, individual help (2), and cultural observation • The ability to rise in the program • Very personal program • A lot of levels and choices of language Instructional material • The available resources Classroom environment • The collection of students at high levels • The rigors and usefulness of high level classes Areas for growth:

Overall program • Allow students to pursue Latin beyond an AP level • Make it easier for level 1 • Instructional material • Emphasis on vocabulary

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SPANISH Survey results of current students no longer enrolled in language program 17 completed surveys Indicate the LAST language level that you studied at Williston: Spanish (17) 1 (1) 2 (3) 2H (0) 3 (6) 3H (1)

4 (2)

Advanced (4)

AP (0)

Why did you start to study that language? (Mark all that apply) 71% My own choice 29% Interest in the language/culture 29% Parents’ preference 29% Career advantages 24% Recommendation of adult other than parents 24% Past experience with language/culture 18% Family Heritage 6% Friends in class Why did you stop studying another language? (Mark all that apply) 82% I fulfilled my language requirement 47% Other classes interested me 24% A language teacher 24% Language study was too challenging for me 24% I don’t see myself using a second language in the future 6% I had already studied language at a previous school Rank the following skills from most emphasized to least emphasized as taught in the whole program. 1. Speaking is most emphasized 2. Writing 3. Reading 4. Listening is least emphasized Areas of strength:

Teachers • Enthusiastic and dedicated teachers (2) • The teachers know the languages thoroughly Overall program • Emphasis on speaking (5) • Appreciation of different cultures Areas for growth:

Overall program • More time for oral exam studying Teaching style • Less monotonous copying, more discussions, and various ways of teaching Instructional material • More activities involving other Spanish-speaking cultures other than Spain (2) • More speaking in class • Amount of work/assessments in Spanish 3 honors is a drastic change from Spanish 2 honors • There should be greater emphasis on listening for me to understand native speakers Classroom environment • Play more games

The Williston Northampton School

Survey Results of 2006–2011 Middle School Families

(49 Responses)

ALL LANGUAGES Survey results of 2006–2011 middle school families Strengths of the language program: • Immersion environment (17) • Enthusiastic, dedicated teachers (5) • Current world examples (2) • Small class size (3) • High expectations • Good pace • Creative assignments • Fun learning games • Strong skills building • Supportive and encouraging environment • Teachers engage with students • Latin program connects study with history and etymology • Culture is also studied Areas for growth of the language program: • Field trips, real world experience (8) • Rotational program to expose 7th graders to all languages (5) • Exposure to level-appropriate readings (2) • Lab, online component of textbook (2) • More prep time before tests • Small language classes • Informational workshop for parents about each language option • Listen/view media in the target language • Honors/advanced program in the MS

The Williston Northampton School

Survey Results of 2006–2011 Alumni

(17 Responses)

ALL LANGUAGES Survey results of 2006–2011 alumni survey

Most memorable aspects of their WNS language studies: • Class projects & activities*** • Flyswatters & small whiteboard exercises • Tomani Diabate show at UMass • The French teachers were the most effective at teaching class-preparation skills Most useful activities to help students speak: • Class projects and activities*** • Film discussions • Immersion environment • Class presentations • Reading aloud to classmates • Writing and performing scripts • Activities that applied the language to real, everyday contexts Most useful activities to help students listen: • Immersion, immersion, immersion • Listening to classmates • Parts of the class that got me to speak the language better also helped me listen better • Watching/listening to media in the target language (movies, songs) Most useful activities to help students write: • Reading essays and editorials, having a full review in class, then tested on them • Small, regularly-scheduled writing assignments with corrections where grading was based more on completion than on grammar correctness, spelling, etc. • Group advertisements • Writing skits • Papers on interesting topics Greatest strengths of language program: • Immersion environment • Outstanding, passionate, strong, and dedicated teachers • Rigorous expectations about using complex grammar • Cultural- and literature-based curriculum • Interaction • Playing Jeopardy before a test • Classes that helped me to build relationships with classmates and teachers • Diversity of activities to build both cultural and linguistic understanding of the language Areas for growth/recommendations for the Language program: • Require each student to pass an oral language exam before s/he can stop taking a language • Field trips, cultural experiences • How to get students to be more devoted to language study • Using the language through service-based, culture-based opportunities (2) • Improved vocabulary lessons • Greater exposure to reading at all levels (practice and comprehension) (2) • Prioritize conversational and group learning activities over written, in-class exercises

The Williston Northampton School

Advanced Placement Scores AP French Scores: 2007â&#x20AC;&#x201C;2011

AP Latin Scores: 2007â&#x20AC;&#x201C;2011

The Williston Northampton School

AP Spanish Scores: 2007â&#x20AC;&#x201C;2011

The Williston Northampton School

Enrollment Trends in Language Program 1992–2011

Note: Includes middle and upper school enrollment. Chinese program started in September 2008. Some years not available. Figures listed on back

Chinese

French

Latin

Spanish

Program

School

1992–1993

185

318

483

1993–1994

133

241

440

514

1995–1996

121

246

421

523

1996–1997

113

260

419

512

1997–1998

129

269

445

534

1998–1999

129

274

451

534

1999–2000

129

234

399

534

2000–2001

155

292

504

548

2001–2002

123

243

432

547

2003–2004

247

416

543

2004–2005

262

440

555

2005–2006

263

426

568

2007–2008

241

412

542

2008–2009

104

221

420

536

2009–2010

112

205

428

529

2010–2011

104

198

411

518

2011–2012

212

401

528

The Williston Northampton School

2012 Consensus Maps

The Williston Northampton School

FRENCH CONSENSUS MAPS

Concept/Content Alphabet Greetings, Farewells Introductions Calendar Days, Months Date Seasons Numbers 0 – 1,000,000 Classroom objects Time Articles Definite Indefinite Gender Adjectives Number & Gender Descriptions Physical & Personal Attributes Objects Subject pronouns Je, Tu, etc. Tu vs. Vous Être Sentence Construction Subject + Verb + Rest of the sentence Negation ne/n’ + verb + pas School subjects Courses Daily schedule Asking/Answering questions

Cultural topics Greetings/farewells; Shop etiquette Formal/informal (tu/vous) Importance of train Number punctuation Tipping Meals Vacation/work attitude 24 hour clock Calendar differences (starts With Monday) Differences in school; length of day, expectations etc.

Write from dictation.

Converse with fellow students, teacher, and francophone visitors appropriately.

Read short passages from text book.

Write at least a page in the present tense.

Role play and perform skits, both prepared and improvised

Greet others appropriately

Introduce and describe self and family/others

Skills Narrate in present

CONSENSUS MAP: FRENCH French 7

Chapter 4: • Quiz: Le Verbe Avoir • Quiz- Adjectifs Possessifs et vocab de

Chapter 3: • Pop-Quiz: Les Verbes Reguliers en –er (pg. 90-93) • Quiz Verbe + Infinitif • Unit Test that is aligned with pg. 106107 test and covers Vocab, -Er Verbes, Indefinite Articles in the Negative, and Verbs with infinitives

Chapter 2: • Quiz-articles • Quiz-adjectives to describe people • Test

Assessments Chapter 1/preliminary lessons: • Quiz- alphabet/days of week/numbers 120/geography • Quiz-greetings • Test

Interrogative words Question construction Yes/No question construction Est-ce que Subject + Verb + Rest? S + V + R, n’est-ce pas? V + S + R? Subject usage in responses Expressing likes & dislikes Aimer, adorer, détester + object/infinitive Partitive Affirmative & Negative sentences Family vocabulary Home & neighborhood vocabulary Avoir Forms Expressions with Avoir Possession Possessive articles Definite Article + Object + de/du/de la/de l’/ des + possessor Irregular adjectives Beau, vieux, nouveau Café & Restaurant vocabulary Aller Aller à Express future plans: aller + infinitive Prendre, Comprendre, Apprendre Contractions with à & de Food & Shops vocabulary Chapter 6: • Quiz: Le Partitif Et L’article Defini Le Partitif Au Negatif and vocab pg. 186 • Quiz: Pouvoir et Vouloir and Vocab au marche

Chapter 5: • Activity: Create a menu poster with cut outs of pictures. Kids indicate foods and prices on the menu. Kids write questions using the verb aller and use the vocab on the menu. • Quiz: Le Couvert (158-159) La Terrasse D’un Café (154-157) • Quiz: Le Verbe Aller ad aller + Infinitif • Quiz: Au Restaurant vocab (158-159) Les Trois Repas de la Journee (159-161) Le verbe prendre Allign with Assessment on page 180-181.

La • End of unit test  Allign with assessment • End of Unit Test138-139. on pages

Concept/Content Faire Expressions with Faire Pouvoir, Vouloir Clothing vocabulary Mettre, permettre Voir, Croire Airport vocabulary Sortir, dormir, servir, partir Quel/Tout Train station vocabulary -re Verbs Demonstrative articles Dire, Écrire, Lire Sports vocabulary Qui, Qu’est-ce que, Quoi Boire, devoir, recevoir Passé Composé Avoir verbs Être verbs Write from dictation.

Converse with fellow students, teacher, and francophone visitors appropriately.

Chapter 9: La Gare et Le Train * Pop-Quiz Verbes en –re au Present * Pop-Quiz Vocab Futbol et Le Passe Compose * Quiz — Qui, qu’est-ce que, quoi and Les verbes boire, devoir, recevoir

Read short passages from text book.

Train station in Paris

Soccer and popular sports of the francophone world

Chapter 8: Project- air france tv ad

Write at least a page in the present tense.

Airport in Paris

Assessments Chapter 7: quiz- vetements quiz- faire/pouvoir/vouloir Project- fashion show using grammar and vocab from chapter 7

Describe self and family/others

Skills Narrate in present and past tense

Role play and perform skits, both prepared and improvised

Cultural topics Clothing of French-speaking world, fashion trends

CONSENSUS MAP: FRENCH French 8

• Quiz: Les Courses • Project—invent a retaurant menu • End of unit test Alligned with assessment 214-215

Summer & Winter vocabulary Activities (beach resort/ski resort) Related clothing Daily Routine Reflexive Verbs Direct Object Pronouns Health vocabulary Appropriate clothing for formal and informal social gatherings

Vacationing in the francophone world

Movie poster

chapter 13 art/music/culture pop quizzes

Chapter 12 routine project reflexive verb quiz

• QUIZ = le, la, les, me, te, nous, vous

Chapter 11: quiz passe compose and present

Chapter 10: *Quiz: Les Mots Negatifs • Quiz: Le Passe Compose des verbes irregulieres et le passe compose avec etre • Activity Graded on rubric — • ESPN Euro project where kids will pretend to be sports broadcasters introducing their favorite players. Grade on rubric Quiz on all chapter vocab End of Unit Test on all skills taught • Quiz: vocab le cinema, le theatre, les verbes savoirs et connaitre

• Unit Test

Travel brochure project

Converse with fellow students, teacher, and francophone visitors appropriately. Write from dictation.

Writing and presenting skits

Read short passages from text book.

Movie poster

Invent a restaurant; create its menu

Write postcards

Dictations

Fashion show

Family tree Cribz project (ideal house)

Projects include but not limited to:

Written cumulative chapter tests

Assessments Written, spoken, aural quizzes.

Write at least a page in the present tense.

Role play and perform skits, both prepared and improvised

Greet others appropriately

Introduce and describe self and family/others

Skills Narrate in present

CONSENSUS MAP: FRENCH French I

Interrogative words Question construction Yes/No question construction Est-ce que Subject + Verb + Rest? S + V + R, n’est-ce pas? V + S + R? Subject usage in responses Expressing likes & dislikes Aimer, adorer, détester + object/infinitive Partitive Affirmative & Negative sentences Family vocabulary Home & neighborhood vocabulary Avoir Forms Expressions with Avoir Possession Possessive articles Definite Article + Object + de/du/de la/de l’/ des + possessor Irregular adjectives Beau, vieux, nouveau Café & Restaurant vocabulary Aller Aller à Express future plans: aller + infinitive Prendre, Comprendre, Apprendre Contractions with à & de Food & Shops vocabulary Faire Expressions with Faire Pouvoir, Vouloir Clothing vocabulary Mettre, permettre Voir, Croire

Verbs— Review of present (regular and irregular verbs) Basic negation Question formation Reflexive verbs

Concept/Content

--the changing role of

Construct more complex comments, responses and conversation.

Skills Demonstrate, review and develop all skills from level I.

CONSENSUS MAP: FRENCH French II & II Honors Cultural topics --The role of Pariscope/cinema in France Doctor’s office, pharmacy, and ailments Telecommunications

FORMAL presentation of imperative

Airport vocabulary Sortir, dormir, servir, partir Quel/Tout Train station vocabulary -re Verbs Demonstrative articles Dire, Écrire, Lire Sports vocabulary Qui, Qu’est-ce que, Quoi Boire, devoir, recevoir Passé Composé Avoir verbs Être verbs Summer & Winter vocabulary Activities (beach resort/ski resort) Related clothing Daily Routine Reflexive Verbs Direct Object Pronouns Health vocabulary

Interview a classmate, and

Cumulative written chapter tests, each with an aural component

Assessments Written, oral, and aural quizzes

Vocabulary includes, not limited to: Bon voyage 1-6 Film and pastimes

Other grammatical structures— Direct and indirect object pronouns, y, en Double object pronouns Geography and appropriate prepositions QUI/QUE Complexe negative (personne, rien, jamais etc) Comparative and superlative

Introduction of passé composé Imparfait Passé compose vs. imparfait Agreement of past participle Futur simple Conditionnel Si clauses Imperative Faire+infinitive Verbs savoir and connâitre, choice between Irregular verbs: venir Reciprocal actions/past and present

Futur proche

and video supporting the above.

Music -rap -raï -slow -pop -‘classic’- Piaf, Moustaki, Cabrel, Brel

Gastronomy and food vocabulary --role of food/restaurants in French culture --regional dishes/foods --recipe style and reading of

--cultural role of both in French society

Bank and Post Office

--role of travel in France

Train and Airplane

tv, telephone, text, computers etc. n France

Hone listening skills

Apply knowledge of French phonetics to spelling of unfamiliar words

Write appropriate sentences with “if”

Make comparisons using adjectives

Narrate in the future.

Narrate in the past using le passé compose and imparfait.

Writing letters/postcards with appropriate greetings/closings

Make a television advertisement for the SNCF or Air France (with photostory)

Oral exam 2 times a year; Oral exam 3times a year

Cultural reading selections.

Regular short paragraphs/essays

Filmed or on-site Iron Chef

General Hospital/Scrubs etc skit or film

Make a short films set in a post office or bank

Make an original story book modeled after the Hargraeves Series “Mr./Mrs”

make a personal ad for him/her

Music and video supporting the above.

Gastronomy and food vocabulary --role of food/restaurants in French culture --regional dishes/foods --recipe reading/structure

--cultural role of both in French society

Bank and Post Office

--role of travel in France

Train and Airplane

--the changing role of tv, telephone, text, computers etc. n France

--The role of Pariscope/cinema in France Doctorâ&#x20AC;&#x2122;s office, pharmacy, and ailments Telecommunications

Video and film: Opening scene of Cyrano de Bergerac (Rappeneau/ Depardieu version) Carole Fredericks and Poetic Lover, “Personne ne saurait” YouTube videos of Piaf, Brel, Trenet, Montand Toumani Diabaté and Rokia Traoré interviews

Audio: Radio weather report Interview with ship’s captain Scene from Le Bourgeois gentilhomme

Literature: Chapter of Petit Prince (excerpts from others for grammar study) Extract from La Réclusion solitaire and “Le Mirage” by Tahar Ben Jelloun Poem “Souffles” by Birago Diop Song “Breaths” by Sweet Honey in the Rock

Concept/Content Textes: Bon voyage 3 Chapter 1 ; parts of Chapter 7—reflexive verbs— présent, impératif, au passé composé Chapters 2 & 3 Chapter 6—plus-que-parfait Chapters 4 and 5 Chapter 6 partitif, en; past conditional ; si clauses Chapter 8 futur antérieur

La chanson française +

Molière17th century theatre, Louis XIV, Versailles

“Useful leisure”— community service opportunities, au pair jobs, internships

Leisure activities in France

Values and family life of young French people

Dictation—unfamiliar and complex texts, song lyric Cloze dictation

Attitudes and customs with regard to vacations (France and USA)

Describe and analyze images

Narration using passé compose, imparfait, and plus-que-parfait

Express opinions, argue

Write newspaper articles in varied genres

Demonstrate understanding of cultural topics

Skills Presentation

Transportation and travel in France

Vacations in France

Cultural topics Antoine de St.Exupéry Le Petit Prince (excerpts)

CONSENSUS MAP: FRENCH French III

Oral exam twice per year Oral exam three times per year

Multi-media song presentation

Newspaper

Short compositions— based on film or interview

Oral presentations— budget, travel, community service abroad

Dictation

Trimester assessments: written, presentation, discussion

Cumulative chapter tests with oral and auditory components

Assessments Quizzes on vocabulary, grammar

Present tense : New irregular verbs: comme ouvrir (souffrir, offrir) mourir courir comme conduire--produire, traduire, plaire à (venir etc., prendre etc., recevoir etc. Imperative Passé composé (incl. agreement of past participle) Imparfait Plus-que-parfait Futur proche (aller + infinitif) Subjunctive—past and present

VERBS: Conjugation: pp. H2-H23, and use of verb forms—13 tenses/ moods !

Music: Piaf, Brel, Trenet, Montand Toumani Diabaté, Rokia Traoré, Ali Farka Touré, Yannick Noah

Websites and Internet research: Cirque du Soleil La Comédie-Française Community service and au pair opportunities in Francophone countries Cirque du soleil Musicians—record label websites

on-line Scene from film La Rue Cases-nègres Ma Journée en français

Press and media

Excerpts from Tahar Ben Jelloun, Senghor, Birago Diop

Francophone cultures of North and West Africa— religion, music, family structure

québécoise (Piaf, Brel, Montand, Trenet, Prévert lyrics, Félix Leclerc, Gilles Vigneault)

CULTURAL AND LITERARY INFORMATION: Antoine de St.-Exupéry Le Petit Prince

VOCABULARY: Word families Interrogative expressions Expressions that require the subjunctive Numbers and percentages Vocabulary from the textbook chapter lists and readings

OTHER STRUCTURES : Formation of questions Negative expressions Adjectives Comparative and superlative(adj., adv., noun, vb.) Object pronouns: C.O.D., C.O.I., en, y— singles, multiples, with imperative or infinitive Prepositions with geographical place names Relative pronouns qui, que, dont

Use of verbs: sortir, descendre, monter, passer: avoir (avec C.O.D.) ET être Concordance des temps du passé depuis etc. with present or imparfait quand/lorsque/aussitôt que/dès que Conditional sentences

Subjunctive or infinitive? Futur simple Futur antérieur Conditional--present and past

Leisure activities in France

Values and family life of young French people

Attitudes and customs with regard to vacations (France and USA)

Transportation and travel in France

Vacations in France

Cultural topics Antoine de St.Exupéry Le Petit Prince (excerpts)

Narrate using passé

Express opinions, argue

Write from dictation— unfamiliar and complex texts, song lyric Cloze dictation

Write newspaper articles in varied genres

Demonstrate understanding of cultural topics in speaking and writing

Persuade

Skills Present information

CONSENSUS MAP: FRENCH French III Honors

Concept/Content Texts: Bon voyage 3 Chapter 1 ; parts of Chapter 7—reflexive verbs— présent, impératif, au passé composé Chapters 2 & 3 Chapter 6—plus-que-parfait Chapters 4 and 5 Chapter 6 partitif, en; past conditional ; si clauses Chapter 8 futur antérieur ; past infinitive ; present participle

Vacations in France Transportation and travel in France Attitudes and customs with regard to vacations (France and USA) Values and family life of young French people Popular leisure activities

Short compositions—

Oral presentations— budget, travel, community service abroad

PhotoStory project--travel

Dictation

Trimester assessments: written, presentation, discussion

Cumulative chapter tests with oral and auditory components

Assessments Quizzes on vocabulary, grammar

VERBS: Conjugation: pp. H2-H23, and use of verb forms—15 tenses/ moods !

Music: Piaf, Brel, Trenet, Montand Toumani Diabaté, Rokia Traoré, Ali Farka Touré, Yannick Noah

Websites and Internet research: Cirque du Soleil La Comédie-Française Community service and au pair opportunities in Francophone countries Cirque du soleil Musicians—record labels websites

Video and film: Opening scenes of Camping Opening scene of Cyrano de Bergerac (Rappeneau/ Depardieu version) Scenes from L’Argent de poche (Truffaut) and L’Avare (Louis de Funès) Carole Fredericks and Poetic Lover, “Personne ne saurait” YouTube videos of Piaf, Brel, Trenet, Montand Toumani Diabaté and Rokia Traoré interviews on-line Scene from film La Rue Cases-nègres Ma Journée en français

Audio: Radio weather report Interview with ship’s captain Scene from Le Bourgeois gentilhomme

Press and media

Excerpts from Tahar Ben Jelloun, Senghor, Birago Diop

Francophone cultures of North and West Africa— religion, music, family structure

La chanson française + québécoise (Piaf, Brel, Montand, Trenet, Prévert lyrics, Félix Leclerc, Gilles Vigneault)

Molière17th century theatre, Louis XIV, Versailles

“Useful leisure”— community service opportunities, au pair jobs, internships Describe and analyze images

compose, imparfait, and plus-que-parfait

Oral exam twice per year Oral exam three times per year

Multi-media song presentation

Newspaper articles

based on film or interview

OTHER STRUCTURES : Formation of questions Negative expressions Adjectives Comparative and superlative(adj., adv., noun, vb.)

CULTURAL AND LITERARY INFORMATION: Antoine de St.-ExupĂŠry Le Petit Prince Vacations in France Transportation and travel in France Attitudes and customs with regard to vacations (France and USA) Values and family life of young French people Popular leisure activities

VOCABULARY: Word families Interrogative expressions Expressions that require the subjunctive Numbers and percentages Vocabulary from the textbook chapter lists and readings

Object pronouns: C.O.D., C.O.I., en, yâ&#x20AC;&#x201D; singles, multiples, with imperative or infinitive Prepositions with geographical place names Relative pronouns qui, que, dont

Concept/Content Revision of: Le présent Le passé composé L’imparfait Definition and discussion of ‘enfant’, ‘adolescent’, ‘adult’ Discussion appropriate levels of languages, including current slang and idiomatic expressions, texting. Vocabulary Le Petit Nicolas: discussion of characters, its place in French culture and identity. Vocabulary appropriate to this. “Je fume” -- vocabulary, plot, and character discussion. Les “Petit Nicolas”, may include “La boum” “Nos 18 ans” Compare Petit Nicolas/childhood of 1950’s to today’s

Le Petit Nicolas – role in collective French identity

Discussion/comparison of French/American childhood/adolescence experience (Swedish, and Russian, according to class make-up)

Levels of language, including slang and more formal

Friendship

Cultural topics Family Life, roles

Compare and contrast experiences, in writing and speech

Read using context and clues.

Talk about and appropriately use tenses to discuss literature and film.

Skills Develop spoken skills, particularly.

Assessments Written, oral, and aural quizzes.

Skits and dialogues, both prepared and improvised.

Oral debates

Write, costume, and produce an original modern day “Petit Nicolas” film using current language.

Cumulative written tests with aural part.

Perspectives on Youth and Adolescence in French Culture

CONSENSUS MAP: FRENCH French IV: Trimester 1

Discussion of stereotypes, in France and America. Discussion of subtitles, their translation, and how/if they work in regard to French comedy.

Le cultural discussion of the word ‘con’

Write a film critique;

Class creation of a sequel to one of the above films (direction, use of imperative, collaboration, and writing of a script)

Debates, discussion strategies.

Discussion of class differences in France.

Discussion of levels of language, and notably of the uses of word ‘con’

Further develop spoken skills, particularly.

Discussion of comedy, what is generally considered funny in America v. French movies we study.

Understand a movie character, talk about what s/he might do in another situation

Notice and understand word play and nuance in spoken language.

Develop ‘ear’ to French.

Compare and contrast experiences, in writing and speech

Read using context and clues.

Talk about and appropriately use tenses to discuss literature and film.

Skills

Cultural topics

Further discussion of the appropriate situational use language;

Vocabulary specific to each of the films

Films of Francis Veber: Le dîner de cons, le Placard, le Valet (potentially)

Concept/Content Cinema vocabulary, for spectator and creation of film.

Contemporary French Cinema: Les Comédies

CONSENSUS MAP: FRENCH French IV: Trimester 2

Write, perform, and record an original song from the perspective of a movie character.

Skits and dialogues, both prepared and improvised.

Oral debates

Write, and narrate, a ‘bande annonce’ (movie trailer)

Cumulative written tests with aural component.

Assessments Written, oral, and aural quizzes.

Study of French life under WWII – pre - and post occupation Discussion of /vocabulary related to the German occupation of France, the collaboration, and the Resistance Le dernier métro La Rafle La belle et la bête de Jean Cocteau (the first film to be released in France post WWII) Au revoir les enfants (vocabulary and thematic study for all of the above films) Reading/study of the short resistance novel : Le silence de la mer Vocabulary of novel  Study of characters Le silence de la mer –scenes from the film and from the 1990’s made for TV movie Liberté (poème by Paul Eluard) Familiale (poem by JPrevert) -general poetry vocabulary

Concept/Content War vocabulary.

Debate differing points of view

Discussion of good and goodness; bad and evil

Discussion of the human spirit

Role of Petain in the ceding of France to the Germans

Write, produce, and narrate (with sound effects) a movie trailer for the radio that for the 1946 release of La Belle et la Bête

Rewrite a modern day fairy tale (Beauty and the Beast)

Dramatic reading of the Resistance poem, “Liberté”

Skits and dialogues.

Read and discuss poetry.

Discussion of WWII and the occupation. Discussion of the July 16, 1942 round up of Jews (la Rafle)

Write an alternate ending to a movie/book studied.

Imagine and react to scenarios based on study.

Role of cinema in collective memory

Write, memorize and present a monologue as a character from a movie studied.

Debates

Assessments Written and oral quizzes.

Distinguish between and use tenses appropriately.

Skills Discuss, read and write about, topics with increasing ease.

(current music, film etc. with references to it)

Cultural topics Role of WWII on collective French Identity

Perspectives on WWII, and post German occupation of France

CONSENSUS MAP: FRENCH French IV: Trimester 3

Text-level reading strategies: --Genre --Structure --Function (explanation, persuasion, warning…) --Reader’s purpose --Illustrations --Context—definition, contrast, category, situation

Functional vocabulary: --Chronological expressions --Transitional terms (contrast, continuation, concession, explanation, cause and effect)

Word analysis: --Cognates --False cognates --Prefixes --Suffixes --Word families --Compound words

Cultural topics

--The press in France --newspapers and magazines --types of journalistic articles --Entertainment, Paris geography --Vacations and travel in French culture --Love --personal descriptions, social class --administrative geography of France --family, slang

Concept/Content

Lire avec Plaisir, chapters 14

--Recognizing cognates and false cognates --Recognizing word families --Recognizing prefixes and suffixes --Recognizing logical transitions made by conjunctions and prepositions --Identifying antecedents of pronouns --Identifying genres and predicting content --Identifying different types of context clues to understand unknown words --Identifying essential vocabulary and distinguishing between those and words for which an approximate meaning is sufficient --Identifying main ideas --Identifying important words --Using illustrations to aid reading comprehension --Applying knowledge of grammar to resolve potential ambiguity

Skills

CONSENSUS MAP: FRENCH Advanced French Readings (Trimester 1) Assessments

Internet search—planning a trip or evening out in a French city

Reading comprehension quizzes Cumulative chapter tests

Vocabulary quizzes

VERBES :

Ensemble : Grammaire, Chapitres 2-11 +Chapitre 1 pour la rĂŠvision

GRAMMAR STUDY:

Concept/Content

Cultural topics --Some cultural references appear in the grammar exercices and themed vocabulary lists, but this is not a focus of this course

Skills --Write with accuracy: use verb tenses and sentence structure to express thoughts appropriately and logically.

Weekly composition, grammar study connected, including:

Assessments Grammar quizzes and tests

CONSENSUS MAP: FRENCH Advanced French Composition and Grammar Honors (Trimester 2)

Themed readings and vocabulary lists, culture: --The press in France --newspapers and magazines --types of journalistic articles --Entertainment, Paris geography --Vacations and travel --Love --personal ads, personal descriptions, social class --administrative geography of France --poetry --family, slang

--Recognizing and appreciating irony

--La concordance des temps AU PASSE -Phrases avec si (=phrases conditionnelles) --Phrases avec quand/ aussitôt que, dès que, lorsque --EMPLOIS du subjonctif et du passé du subjonctif --verbe + PREPOSITION + nom --verbe (+PREPOSITION) + infinitif

Passé récent—venir de + infinitif Impératif Passé composé—avoir, être, pronominal, accord du participe passe Imparfait Plus-que-parfait Futur simple Futur antérieur Conditionnel Conditionnel passé Subjonctif Passé du subjonctif Le participe présent La voix passive—TOUS LES TEMPS

Futur proche—aller + infinitif

Présent—verbes réguliers et irréguliers, changement d’orthographe (-yer, -ter, ler)

Infinitif

FORMES et EMPLOIS de ces temps/modes :

--The main cultural topic would be the significance of mastery of grammar and style and the French language in general as highly respected markers of personal accomplishement and potential in Francophone culture --Organize compositions logically.

--Write at various levels of formality: journal, polite letter, description and analysis.

--Dialogue --Narration --Letter --Personal description

--Compositions: One per week, rough draft to be corrected following teacher’s marks using the “Guide” from Prof.

WRITING : --Journal—4 X 10 minutes per week

--Le genre des noms

comparaison

TOUS LES ADJECTIFS ET ADVERBES— formes

TOUS LES PRONOMS : sujet complément disjoints possessifs démonstratifs (défini et indéfini) relatifs

--accord du participe passé—être, avoir, verbes pronominaux, voix passive --l’emploi de depuis avec le présent --sens de certains verbes au passé composé ou imparfait—savoir --le verbe DEVOIR dans tous les temps TOUS LES ARTICLES : indéfini défini partitif possessif démonstratif

--in Canada and New England: history of the expulsion of the Acadeians (film—Acadie: Liberté, music and lyrics of

Acadian/Cajuns: --in Louisiana: Chronology, folktales, video interview series Louisiane 2010, music and lyrics of Zachary Richard

Concept/Content --Geography, history, literature, music, film of the Francophone world. --Diversity in France as a reflection of the Francophone world (scenes from film, “Le Plus Beau Métier du monde”) --Grammatical structures not covered in the second trimester: Indirect discours, subjunctive, the verbe devoir; faire causative and verbes of perception

Cultural topics --Roles of the French language—practical, social, symbolic --Importance of history and tradition in Acadien/ Cajun culture --Importance of music as a means of expression and vehicle for history and tradition in francophone cultures --Oral history --Education as unifier, leveler, instrument of domination --Socio-economic aspects of Francophone countries and regions --Culinary traditions --Efforts to preserve French heritage --Slavery and other forms of exploitation by colonial powers --Linguistic variations among regions --Childhood and daily life in the Caribbean

Skills --Read literary texts with fluency --Begin to understand mechanics of French poetry --Discuss plot and character --Observe and analyze unfamiliar behaviors and social structures --Hear connections between musical traditions --Observe and analyze interactions between cultures

--Composition, with corrections, on La Rue CasesNègres

--Paragraphs on characters or situations in literary works

--Grammar exercises and quizzes

--Study and presentation of a song

--Oral reading and discussion of original stories with another class

--Creation of a Cajun-inspired illustrated storybook

Assessments --Frequent brief oral presentations based on research about regions— introductory outline for each region

CONSENSUS MAP: FRENCH Advanced French Francophone Studies Honors (Trimester 3)

Holden-Avard at Mount Holyoke College

Islamic countries of north Africa

French Indochina ; --Geography and chronology --The end of the French imperial presence in Vietnam and the rise of nationalism and Marxism, film Indochine by Régis Wargnier

French West Africa: --Geography and chronology, partition (video reenactement of the Berlin conference of 1885, online maps) --education (excerpt “Le Recrutement forcé” from L’Odyssée de Mongou by Pierrre Sammy --Folk/fairy tale, animism (« Le Pagne noir » by Bernard Dadié)

The Caribbean: --Martinique and Guadeloupe: history and chronology, slavery vs. independence, social class and racial hierarchies, the role of education (novel by Joseph Zobel and film by Euzhan Palcy, La Rue Cases-Nègres, Poem “Prière d’un Petit Enfant nègre” by Guy Tirolien)

Grand Dérangement Islam in the Francophone world

Independent study and presentation

--Final written assessment with focus on analysis of excerpts from texts and films studied

Trimester 2

-------------

Concept/Content Review of: Les articles (definite, indefinite, partitive, possessive, demonstrative) Le présent Le passé composé Le possessif Le démonstratif L’imparfait Les pronoms d’objets Le pc v. l’imparfait Le Petit Nicolas (intro des personnages, Le bouillon, Je fume, Les cowboys) Les futurs AP French (vocabulary 1-26 ; Readings 1-10 ; dialogues/rejoinders 1-10; Words/Verbs 1-19) Essay writing (in class, and longer out of class papers)

Music of Mali and Sénégal

As related to films (not limited to) La Boum LOL La pièce montée French Immersion Le dernier métro Belle et la Bête

Global challenges Self Beauty and aesthetics Families and communities Contemporary life Science and technology

Examine, discuss and study the 6 new topics designated by the College board:

Cultural topics

Skills To practice and perfect all of the the skills outlined in previous years, with an emphasis on presentation and assimilation tasks needed for the AP exam.

CONSENSUS MAP: FRENCH AP French

And samplings of all of the other assesments mentioned in

Oral presentation

Debates

Make a music video

Make radio/television publicities

Write and record an original song

Film creation

Poety writing

Dialogues

Monologues

Assessments Written and oral quizzes and tests.

Les pronoms d’objet Les prépositions de géographie et geography Les négatifs Le dernier metro or another film/ AP French (vocabulary 1-26 ; Readings 1-10 ; dialogues/rejoinders 11-15; Words/Verbs 20-42) Essay writing (in class, and longer out of class papers) ------------Trimester 3 Révision de: L’interrogatif L’impératif Si clauses Le demonstratif Final review of all verb tenses AP French (vocabulary 27-80; Readings 12-20; dialogues/rejoinders 16-20; Words/Verbs 43- end) Essay writing (in class, and longer out of class papers)

previous years.

LATIN CONSENSUS MAPS

-Museum Field Trip

-Concept of “dictionary information”

-All Verb Conjugations (1-4)

-Present Active Imperatives

-Present Active Infinitives

-Active, Indicative Verbs, present and imperfect tenses

-Aeneas

History:

-Art History—with guest speaker?

-Archaeology—with guest speaker. How does Latin relate to archaeology? How does archaeology inform what we know about the Roman World?

-Classics Day

-Noun/Adjective agreement

-Conjugating Latin verbs: person and number

-Transportation

-Saturnalia, Lupercalia (Roman Festivals)

-Slavery—guest speaker

-Clothing

-Family Structure

Culture:

Cultural topics

-Noun functions/parts of a sentence (subject, direct object, possession, direct address, object of prepositions)

-1st, 2nd, and 3rd Noun Declensions-- Masculine, Feminine, Neuter

-Noun Case Endings (Nominative, Genitive, Dative, Accusative, Ablative, Vocative)

Concept/Content

-slavery project

-Using technology to memorize, practice and consolidate knowledge

Comparisons. How is Roman culture different from and the same as students’ culture?

-Cultural Literacy:

-Recognizing the Latin roots of English words (Derivatives)

-Recognizing and identifying parts of speech (English and Latin)

-Decoding Latin Syntax (i.e., translating)

-Memorizing inflected noun and verb forms

-Classics Day Projects Students choose from list of prescribed topics

-Many small quizzes

-Tests

Assessments

-Vocabulary Memorization

-Declining Nouns

-Conjugating Verbs—active, indicative

Skills

CONSENSUS MAP: LATIN Latin 7

-Conjugating Latin verbs: person and number

-Principal parts of verbs

-Noun/Adjective agreement

-Noun functions/parts of a sentence (subject, etc.)

-All Noun Declensions-Masculine, Feminine, Neuter

-Noun Case Endings (Nominative, Genitive, Dative, Accusative, Ablative, Vocative)

Concept/Content

-Reading Authentic Latin

-Numbers (I-X)

-Subject/Verb agreement

-Irregular verbs: sum, possum

-Basic phrases (hello, goodbye, etc.—used daily and visually displayed)

-More work with Pronunciation, reading aloud, conversational use of Latin

Influence. How does Roman culture inform and influence students’ culture?

-Museum Field Trip

-Classics Day

-Chariot Racing/Circus Maximus

-Decoding Latin Syntax (i.e., translating)

-Memorizing inflected noun and verb forms

-Using technology to memorize, practice and consolidate knowledge

-Vocabulary Memorization

-Declining Nouns

-Saturnalia, Lupercalia (Roman Festivals) -Travel/Hospitality • Roman Inns—Apuleius’ Metamorphoses?

-Conjugating Verbs—active, indicative

Skills

Culture:

Cultural topics

CONSENSUS MAP: LATIN Latin 8

-Kings of Rome

-Projects: Electoral Campaign Posters, etc.

-Classics Day Projects

-Many small quizzes

-Tests

Assessments

-Reading Authentic Latin

-Possessive Adjectives (meus, a, um, etc.)

-Personal Pronouns (ego, tu, is/ea/id etc.)

-Demonstrative Adjectives/Pronouns (hic & ille)

-Numbers (I-X)

-Subject/Verb agreement

-Irregular verbs: sum, possum, volo, nolo, eo, fero

-All Verb Conjugations (1-4)

-Present Active Imperatives

-Present Active Infinitives

-Active, Indicative Verbs, all tenses

-Punic Wars

-Roman Republican Government (Cursus Honorum, etc.)

-Early Roman Heroes (Cloelia, Cincinnatus, Horatius Cocles, Lucius Scaevola)

History:

-Art History—with guest speaker?

-Archaeology—with guest speaker. How does Latin relate to archaeology? How does archaeology inform what we know about the Roman World?

-Basic phrases (hello, goodbye, etc.—used daily and visually displayed)

-More work with Pronunciation, reading aloud, conversational use of Latin

Influence. How does Roman culture inform and influence students’ culture?

Comparisons. How is Roman culture different from and the same as students’ culture?

-Cultural Literacy:

-Recognizing the Latin roots of English words (Derivatives)

-Irregular verbs: sum, possum, volo, nolo, eo, fero

Comparisons. How is Roman culture different from and the same as students’ culture?

-Museum Field Trip -Archaeology—with guest speaker. How does Latin relate to archaeology? How does archaeology inform what

-Cultural Literacy:

-Classics Day

-Present Active Imperatives

-All Verb Conjugations (1-4)

-Recognizing the Latin roots of English words (Derivatives)

-Recognizing and identifying parts of speech (English and Latin)

-Decoding Latin Syntax (i.e., translating)

-Memorizing inflected noun and verb forms

-Using technology to memorize, practice and consolidate knowledge

-Vocabulary Memorization

-Declining Nouns

-Conjugating Verbs—active, indicative

Skills

-Chariot Racing/Circus Maximus

-Travel/Hospitality • Roman Inns—Apuleius’ Metamorphoses?

-Housing

-Transportation

-Saturnalia, Lupercalia (Roman Festivals)

-Slavery—guest speaker

-Clothing

-Family Structure

Culture:

Cultural topics

-Present Active Infinitives

-Active, Indicative Verbs, all tenses

-Conjugating Latin verbs: person and number

-Principal parts of verbs

-Noun/Adjective agreement

-Noun functions/parts of a sentence (subject, etc.)

-All Noun Declensions-Masculine, Feminine, Neuter

-Noun Case Endings (Nominative, Genitive, Dative, Accusative, Ablative, Vocative)

Concept/Content

CONSENSUS MAP: LATIN Latin 1

-Projects: Electoral Campaign Posters, etc.

-Classics Day Projects Students choose from list of prescribed topics

-Essays

-Many small quizzes

-Tests

Assessments

-Basic phrases (hello, goodbye, etc.—used daily and visually displayed)

-More work with Pronunciation, reading aloud, conversational use of Latin

Influence. How does Roman culture inform and influence students’ culture?

-Townhouses and Apartments Project: Model or plan of Roman domus/insula

Centered on Daily Life:

-Indefinite Adjectives and other qu- words o quidam, quaedam, quoddam o quis, quid o quam

-Using technology to

-Vocabulary Memorization

-Declining Nouns

Skills -Conjugating Verbs—passive, indicative; subjunctive

CONSENSUS MAP: LATIN Latin II & II Honors Cultural topics Cultural Concepts:

-Punic Wars

-Roman Republican Government (Cursus Honorum, etc.)

-Early Roman Heroes (Cloelia, Cincinnatus, Horatius Cocles, Lucius Scaevola)

-Kings of Rome

-Aeneas

History:

-Art History—with guest speaker?

we know about the Roman World?

Concept/Content -Relative Pronouns & Clauses

-Reading Authentic Latin

-Possessive Adjectives (meus, a, um, etc.)

-Personal Pronouns (ego, tu, is/ea/id etc.)

-Demonstrative Adjectives/Pronouns (hic & ille)

-Numbers (I-X)

-Subject/Verb agreement

Assessments -Tests -Quizzes: • vocabulary and derivatives; • quizzes based on the work of a chapter

quod (conjunction)

-Numbers

-Semi-Deponent Verbs

-Deponent Verbs

-Dates and the Roman Calendar

-Adjectives and Adverbs: Degress of Comparison o quam with comparative & superlative o ablative of comparison

-Perfect Passive Participles -Present Active Participles

-Demonstrative Adjectives and Pronouns o idem, eadem, idem o ipse, ipsa, ipsum

-Passive Voice of Verbs: o present o imperfect o future o present passive infinitive o perfect o pluperfect o future perfect

-Decoding Latin Syntax (i.e., translating)

-Epistulae: Roman Letters

-Increase historical component? -Geography—ancient and modern

-Museum Field Trip

-Basic phrases (hello, goodbye, etc.—used daily and visually displayed)

-More work with Pronunciation, reading aloud, conversational use of Latin

Influence. How does Roman culture inform and influence students’ culture?

Comparisons. How is Roman culture different from and the same as students’ culture?

-Roman Baths -Classics Day

-Cultural Literacy:

-Roman Books

-Roman Education

-Recognizing and identifying parts of speech (English and Latin)

-Memorizing inflected noun and verb forms

-Cena: the Roman Dinner Party

-Roman Art—Mosaics Guest Speaker

memorize, practice and consolidate knowledge

-Dangers of Roman City Life: Fire

Roman Thermae: research and make a travel poster advertising your assigned ancient Bath complex. Must include plan of a real bath.

Mythology & Mosaics: Choose a pair of characters from Graeco-Roman mythology; write a letter from each character to the other in proper Roman epistula format; create a mosaic portrait of each character.

-Projects: Roman Cena (cooking Roman meals; making a Roman Menu; dioramas of Triclinia, Roman Dining Rooms)

The Subjunctive Mood: o Imperfect o Pluperfect o Present o Perfect

Concept/Content Part I: Advanced Grammar Concepts (T1 & first half of T2)

-“Living Latin” in use today (science, law, state mottoes)

-Vocabulary Acquisition throughout the year, related to Latin readings and cultural topics

-Perfect Active Infinitive

-Time Clues o Accusative of Duration of Time o Ablative of Time When (and Within Which)

-Place Clues o Towns, Cities, Small Islands o Locative Case

o o

Thermae (Baths) Ludi (Games at home

Roman Daily Life:

-Great Latin authors

Culture:

Cultural topics

-translation skills: decoding

-Generating and recognizing all forms of a given verb, including infinitives, participles, gerunds, etc.

Skills -Verb Conjugation— subjunctive

CONSENSUS MAP: LATIN Latin III

-Short Translation Quizzes

-Grammar Unit Quizzes

-Vocabulary Quizzes

-Tests

Assessments

(T2) Prose authors: o Pliny (letters: chariot racing; Mt. Vesuvius’ eruption; Letter to

Part II: Translating Authentic Latin Texts (Second half of T2 & T3)

Short, authentic Latin readings aligned with grammar topics o Cicero o Catullus o et alii

Impersonal Verbs

Irregular Verbs: o fio, fieri, factus sum o malo, malle, malui

Indirect Statement

Infinitives

Future Active Participles

Constructions Using the Subjunctive Mood: o Cum Clauses o Indirect Question o Result Clauses o Indirect Command (Jussive Noun Clauses) o Purpose Clauses

-Museum Visit

-Classics Day

-Mythology

-Characteristics and attitudes of love poetry

-Roman Emperors

o o o

and in the Circus Maximus) Coming of Age Ceremonies Roman Weddings Roman Religion Roman Funerals

Influence. How does Roman culture inform and influence students’ culture?

Comparisons. How is Roman culture different from and the same as students’ culture?

-Cultural literacy:

-making the adjustment to translating authentic Latin (with ellipses, stylistic and authorial idiosyncracies, etc.)

complex periodic sentences into their individual clauses

T3 Project: Research project on Roman Emperors—students create a newspaper about the biography an assigned emperor.

Classics Day Project: group work on a major project. Instructional poster on wall painting styles with actual example frescoes. Mosaics.

T2 project:

T1: Latin author research project: design and create a dust jacket of Latin author’s work

-Projects:

-Write a poem (in English) in the style of a Roman author we are reading (Catullus, Horace)

Trajan) Cicero (oratory, philosophy) Caesar (Gallic Wars)

Passive Periphrastic and Dative of Agent

Ablative Absolute

Participles: Present, Perfect, Future (Active/Passive)

Concept/Content Part I: Advanced Grammar Concepts (T1 & first half of T2)

Acquisition of new grammar as necessary: o Gerunds & gerundives o Passive Periphrastic & Dat. of Agent o Relative Clauses of Characteristic o Supines

(T3) Poetry authors: o Ovid

-Roman Emperors

-The Fall of the Republic

-Early Rome: Legends, Kings and Heroes

-Great Latin authors

Culture:

Cultural topics

-translation skills: decoding complex periodic sentences into their individual clauses

-Generating and recognizing all forms of a given verb, including infinitives, participles, gerunds, etc.

Skills -Verb Conjugationâ&#x20AC;&#x201D; subjunctive

CONSENSUS MAP: LATIN Latin III Honors

-More creative methods of teaching and assessing grammarâ&#x20AC;&#x201D;group-based

-Short Translation Quizzes

-Grammar Unit Quizzes

-Vocabulary Quizzes

-Tests

Assessments

-Latin readings for each chapter: Trojan War, the life of

Sententiae Antiquae: sentences (to practice grammar) from authentic Latin authors

Gerund and Gerundive

Constructions Using the Subjunctive Mood: o Jussive Clauses o Purpose Clauses o Result Clauses o Indirect Question (Review) o Conditions o Jussive Noun Clauses (Indirect Command)

The Subjunctive Mood: o Present o Imperfect (Review) o Subjunctive of sum & possum o Perfect o Pluperfect (Review)

Indirect Statement:

Infinitives: Present, Perfect, Future (Active/Passive)

-Museum Visit

-Classics Day

-Acquisition of historical and cultural information through Roman authors: o Roman provinces and different ethnic groups in the Empire o Roman Wars and Enemies o Founding heroes of Rome o Guiding moral principals o Characteristics and attitudes of love poetry o Mythology Interpreting Roman cultural propaganda (e.g., Early Rome Legends)

Influence. How does Roman culture inform and influence students’ culture?

Comparisons. How is Roman culture different from and the same as students’ culture?

-Cultural literacy:

-making the adjustment to translating authentic Latin (with ellipses, stylistic and authorial idiosyncracies, etc.)

T3 Project: Research project on Roman Emperors—students create a newspaper about the biography an assigned emperor.

T2 project: The End of the Roman Republic. Research a historical figure from the 1st century B.C., in teams (e.g., Julius Caesar & Pompeius Magnus in a team). Each student makes a Power Point presentation on their assigned figure.

T1: Latin author research project: design and create a dust jacket of Latin author’s work

-Projects:

--Latin composition—even just of individual sentences correlating to grammar topics

research and presentation; posters declining and illustrating the gerund; Publilius Syrus Sententiae—read them and write their own

-Throughout the Year: Vocabulary Acquisition (25-35 Vocabulary words per week, coordinated with grammatical topic/reading)

Acquisition of New Grammar as necessary: o Relative Clauses of Characteristic o Supines

(T3) Poetry authors: o Ovid o Catullus o Horace

(T2) Prose authors: o Livy (historyâ&#x20AC;&#x201D;annals) o Cicero (oratory, philosophy) o Pliny (letters)

Part II: Translating Authentic Latin Texts (Second half of T2 & T3)

the tyrant; love poetry; moral philosophy; etc.

Analysis o Identify major themes of the Aeneid (Furor vs. Pietas; fathers and sons; greatness of Rome) o Caesar’s political agenda o Figures of Speech (chiasmus, metonymy, etc.)

Vocabulary o Weekly acquisition of 20-30 of the most frequently used vocabulary words in the Aeneid and the DBG, coordinated with our reading

Concept/Content Translation o Translate passages on A.P. Latin: Vergil Syllabus (Selections from Aeneid Book I, II, IV, VI) and A.P. Latin: Caesar Syllabus (Selections from de Bello Gallico [=DBG])

Classics Day

History of Augustan period Aeneid as a nationalistic poem Vergil as Latin’s Poet Laureate

Cultural topics Culture o History of Late Republican Period o DBG: “Notes” on a Great General’s campaign or public relations ploy? o Caesar: Self-interested Destroyer of the Republic or Altruistic Political Visionary? Adjusting to idiosyncracies of the genre/author: Vergil’s epic style (use of ellipsis, syncopated forms, etc.) or Caesar’s prose style (use of extended indirect statement, periodic sentences with nested subjunctive clauses, etc.) Improving sight translation skills/developing sight translation strategies (for Multiple Choice

Skills Translation o Translation skills: improving ability to decode Latin sentences, paying special attention to verb and noun endings, parts of speech, advanced grammar topics

CONSENSUS MAP: LATIN AP Latin

Graded Class Participation (presentation/instruction of a particular set of lines read for homework) Extra Credit: artistic interpretations of the Aeneid or DBG o

Tests (cumulative vocabulary, prepared translation, sight translation; essays; occasionally multiple choice) o

Take-home and in-class essays

Assessments Quizzes (vocabulary, translation)

Aeneid: Metrical Scansion (Dactylic Hexameter) Features of the Genre of Epic Poetry Knowledge of key nonsyllabus scenes and characters

Memorize Aeneid Book I, lines 1-7 & recite in front of the class Read a scholarly article on an aspect of the Aeneid or DBG; report on it to the class. Culminating final project: represent a key aspect of each book we read of the Aeneid or the DBG through a medium of your choice (drawing, music, poetry, board game, diorama, cartoon, etc.). Must include Latin citations from each book.

Enrichment/Alternative Assessment:

May (Second Half of T3):

Be able to distinguish between similar key words (fatum, noun vs. for, fari, fatus sum, verb)

Identify themes/techniques of audience persuasion in DBG (e.g., how does Caesar “spin” military disasters in Gaul?) Essay Composition o A.P. Latin Essay Techniques (using ample Latin evidence as support for

Analysis o Identify major themes of the Aeneid (Furor vs. Pietas; fathers and sons; future greatness of Rome)—“read” and interpret the symbolism of the Aeneid

Vocabulary o Increase base knowledge of most frequently used vocabulary

section of A.P. Exam)

arguments; concisely and accurately answering the question; etc.)

SPANISH CONSENSUS MAPS

More advanced conversation o Who is s/he? o What is her/his name? o Where is s/he from?

Concept/Content Introductory conversation o Greetings o What’s your name? o How are you? o Where are you from? o Farewells o Formal/informal address Expressions o Classroom o Courtesy Punctuation Cognates Geography o South America o The Caribbean o Central America o North America Numbers 0-99 o How old are you? Time The calendar Definite articles (singular/plural) Culture: The Hispanic family

Culture: o Where Spanish is spoken in the world o In the United States

Culture o Usted vs. tú o Courtesy Culture o Birthdays

Cultural topics

Skills Through a basic grammatical structure…. o Hold an introductory conversation o Understand cultural gestures o Describe oneself, others (family and friends), and environment o Be familiar with classroom culture/rituals o Identify Spanishspeaking countries o Discuss daily activities o Conduct a more advanced conversation

CONSENSUS MAP: SPANISH Spanish 7

Presentation on oneself, one’s family and friends

Class schedule project

Assessments

Vocabulary o Where to? (Destinations) o Forms of transportation Making introductions: te, le, les Interrogative words & asking questions The verb ir Vocabulary: In the center The immediate future: ir + a + infinitive Vocabulary: In the restaurant Present tense of â&#x20AC;&#x201C;er regular verbs

o How old is s/he? Subject pronouns o Singular o Plural The verbs ser, estar, and tener Indefinite articles (singular/plural) Classroom objects Classes Daily schedule Using adjectives to describe Vocabulary: Using adjectives to describe Review of nouns o Gender o Number Present tense of regular â&#x20AC;&#x201C;ar verbs Vocabulary: Where is it? The verb estar: discussing emotions

Hispanic family The idea of machismo (maledominated culture/language)

Restaurants in the Spanishspeaking world

Visiting Mexico City

Forms of electronic communication

Culture o High schools in Latin America o Schedule of a Latin American student o Latin American grading system

Description of friends, family, and oneself using personality descriptions with ser/estar

Vocabulary: A Saturday at the electronics store The verb tener o Expressing possession o Expressions with tener Expressing strong feelings: ¡Qué + (adjective/noun)! Grammar: Direct object pronouns Review of present tense regular –ar, -er, -ir verbs

Vocabulary: My family Review of adjectives o gender o number o ser and estar Expressing possession: possessive adjectives Present tense of –ir regular verbs Vocabulary: How are you? Describing people and things with the verb estar The verb gustar o Expressing likes & dislikes o Using “a” to clarify or emphasize opinion Describing people and things with the verb ser o physical and personality descriptions o comparisons Review of ser vs. estar

Review calendar o Quinceañeras

Costa Rica o Geography, rainforests o Life of Costa Rican teens

Caribbean music-salsa, merengue, bachata (current, pop music)

Spanish last names

CRIBS project for end of year

Use of present tense to express the future The verb venir Numbers 101-999,999 o Ask for & giving the date

Vocabulary: Hobbies Stem-changing verbs: o-ue & u-ue Vocabulary: Free time Expressions with hace The present progressive

Concept/Content Vocabulary: the kitchen Expressing obligations with tener que & deber Stem-changing verbs (e-ie): preferir Vocabulary: At the table Demonstrative adjectives Vocabulary: The house Stem-changing verbs (e-i): decir Culture: Expressing wishes with gustaría or querer Vocabulary: A day at home My dream home

The Argentine tango

Home, sweet home

Homes of U.S. vs. Latin America/Spain

Venezuelan arepas & Latin American hallacas

Cultural topics The kitchen of U.S. vs. Latin America/Spain o Responsibilities o Use of space o Meal times

Skills Through more advanced grammatical structure…. o Use idiomatic expressions o Express likes and dislikes o Describe weather conditions o Describe oneself, others (family and friends), and environment o Discuss daily activities o Conduct a more advanced conversation o Know how to use the past, present, present progressive, and immediate future actions

CONSENSUS MAP: SPANISH Spanish 8

Your ideal house

Assessments Latin American food project to describe one’s kitchen and culinary traditions compared to those of Latin America

Direct object pronouns o Review o Present progressive and the direct object pronouns Vocabulary: The seasons o in the United States o in Chile (South American cone) Verbs that require special accentuation Present tense: dar and poner Vocabulary: The weather o Seasonal weather Describing people using –dor, ista Using ordinal numbers Vocabulary: Chores (indoors) Object pronouns o Review of direct object pronouns o Use of indirect object pronouns Expressing recent past action: the verb acabar de Vocabulary: More chores (outdoors) Present tense of the verbs oír and traer Talking about the past: preterit tense of –ar verbs Vocabulary: The supermarket The Spanish paella

Gender roles in Hispanic society

Student exchange programs

Chore responsibilities: community and individual (U.S. & Latin America/Spain)

¿Farenheit o centígrados? Weather’s effect on social activity

Chile/Southern Cone of South America

My supermarket project: foods and other sale items

The Chore Challenge

Presentations of weather forecasts (present and future) of three different cities

Vocabulary: It was a fun year Review Verbs in the present tense Verbs in the preterit tense

Vocabulary: In the department store (clothing) Adjectives as nouns Preterit tense of –er and –ir verbs Vocabulary: Clothes for everyone Preterit tense of –ir and –ser Affirmative and negative words Vocabulary: Gifts Using diminutives Preterit tense of leer, oír, ver, decir, hacer, & tener Vocabulary: At the cashier Prepositions o Review o Pronouns after prepositions

Making comparisons Vocabulary: The market Preterit tense of dar and estar

Peru o o The Inca Empire Machu Picchu

Culture: Money o Forms of currency o Forms of payment

Traditional dress of Spain/Latin America

(Farmers’) markets of Latin America & the U.S. o Learning how to regatear

Clothing catalog for different seasons

Concept/Content Cultural topics Introduction Culture • Alphabet o Usted vs. tú • Phonetics o Courtesy • Classroom routine: time, date, feelings,Culture homework, today, tomorrow, o Birthdays Vocabulary • Greetings • What’s your name? • How are you? • Where are you from? • Farewells • Formal/informal address Punctuation • questions, commands Cognates Geography Culture: • South America o Where Spanish is • The Caribbean spoken in the world • Central America o In the United States Numbers 0-99 • How old are you? Time (p. 70) The calendar Definite articles (singular/plural) Advanced conversation • Who is s/he? • What is her/his name? Culture: The Hispanic family • Where is s/he from? • How old is s/he? Subject pronouns • Singular • Plural The verbs ser, estar, and tener Indefinite articles (singular/plural) Classroom objects Through more advanced grammatical structure…. o Use idiomatic expressions o Express likes and dislikes

CONSENSUS MAP: SPANISH Spanish 1

--In-class vocabulary charades

--In-class comprehension and spelling checks, Pictionary using small whiteboards

The following are not formal assessments, but are class activities to assess progress:

--Complete grocery shopping list with online brochure from supermarket in Spain

--Dream house

--Visual and oral presentations: Menu

Assessments --Radio weather report, digital recording

Vocabulary: --places in the city --means of transportation --introductions --restaurant --foods and beverages --numbers 999.999 --months --dates --attention-getting and hesitation words --family --adjectives for feelings and conditions --adjectives for characteristics --expresiones con tener --parts of the house --the kitchen and dining room Verbs: --ir --futuro con ir a + infinitivo

Subject pronouns • Singular • Plural The verbs ser, estar, and tener Indefinite articles (singular/plural) Classroom objects Classes Daily schedule/days Using adjectives to describe People Colors Nouns- gender, singular and plural AR verbs formation Estar Tecnologia Hispanic influences

Caribbean music-salsa, merengue, bachata (current,

Spanish last names

Hispanic family The idea of machismo (maledominated culture/language)

Restaurants in the Spanishspeaking world

Visiting Mexico City

Forms of electronic communication

Culture o High schools in Latin America o Schedule of a Latin American student o Latin American grading system o

Describe weather conditions Describe oneself, others (family and friends), and environment Discuss daily activities Conduct a more advanced conversation Know how to use the past, present, present progressive, and immediate future actions

Vocabulary: Leisure activities Seasons (review of months) Weather Sport and athletes Ordinal numbers Chores Foods

Foods of Mexico, Venezuela

Expressing likes, dislikes, preferences

Direct object pronouns

--regular –er verbs pop music) --ver (vs. mirar) --hacer --regular –ir verbos ---go verbs --forms and uses of estar --ser vs. estar --gustar --tener --venir --tener que and deber + infinitive Costa Rica --verb + infinitive construction o Geography, rainforests --stem-changing eie o Life of Costa Rican --stem-changing ei teens --decir Interrogatives Contractions of a and de + definite article La a personal Review calendar Possessive articles o Quinceañeras Demonstrative articles o Hispanic holidays A mí me… to emphasize

Southern hemisphere seasons Centigrade temperatures El tango Meals and chores in Spain El mercado Bargaining

Stem changing o/uue Reinforce verb + infinitive construction Acabar de + infinitivo Dar Poner Oír Traer (y caer) Present progressive Preterite—regular, irregular Direct object pronouns Indirect object pronouns Forming nouns with suffixes –dor and –ista Indicating duration with hacer Comparative and superlative Negative structures

Verbs:

Food shopping More clothing Clothes shopping Negative expressions

Concept/Content Present tense: regular, irregular, stem changing Vocabulary: technology, environment Las vacaciones pasadas Preterito: regular, irregular Ir + a + infinitive: to express future Present progressive Palabras afirmativas y negativas Los objetos directos e indirectos Vocabulary: Las vacaciones pasadas Puntos cardinales: norte, sur, este, oeste Vocabulario: El cuerpo y la salud Body parts Verbos reflexivos “Se” impersonal Prepositions El imperfecto: las formas y los usos 2H: por y para (differences) Demonstratives Ch 1 & 2: Los Estados Unidos Ch 3: Mexico o Los almacenes o El barrio Ch 4: El Salvador & Honduras o Gestos & palabras para describir animales (finca) Ch 5: El Caribe o Cuba o La República Dominicana o Puerto Rico Ch 6: Hogar dulce, hogar

Global warming

The role of technology in Latin America/Spain

Cultural topics

Employ the appropriate tense based on a contextual clue

Describe oneself, others, and environment

Skills Further develop skills in reading, writing, speaking, and listening

CONSENSUS MAP: SPANISH Spanish 2 & 2H

Proyecto: Hispanic person ( TV program,interview) Students research and act like a Hispanic person.

Students write their own Spanish stories (cuentos) using the grammar and their own illustrations

2H: test includes both present and preterit

Written final exam

Chapter tests

Biweekly quizzes

Assessments Oral assessments during each trimester

Verbos como doler: how to use Vocabulario: Mi ciudad / El coche Mandatos: formales, informales, de nosotros, de el/ella Saber VS conocer Vocabulario: Las diversiones : Circo / finca El imperfecto: las formas y los usos El pretĂŠrito VS el imperfecto Ser and estar Possessive adjectives Placement of adjectives Vocabulario: en el supermercado Capitulo 6: En el hogar Verbos de cambio radical en el presente El sujuntivo: ---formas (regular, irregular, de cambio radical, de cambio ortogrĂĄfico) ---usos: emociĂłn, duda, influencia 2H: presente perfecto, pasado perfecto, then subjunctive Proyecto: Hispanic person ( TV program,interview) Students research and act like a Hispanic person.

Supermarket circulars from Latin America/Spain

Concept/Content Review and expansion of the present tense: regular, irregular and stem changing Las relaciones personales y los estados emocionales: vocabulary and review of ser and estar. Review of adjectives : uses and positions Present progressive : estar and gerund Impersonal verbs (verbs with indirect pronoun) Reflexive verbs: when to use reflexively and when not to (depending on the meaning) Las diversiones: vocabulary Direct and indirect objects and pronouns and reflexive pronouns Pretérito e imperfecto: forms and uses Vocabulario: La vida diaria Vocabulary: La salud y el bienestar Los tiempos perfectos: Trip to the pharmacy vs. the

Hobbies, extracurricular activities in Spanish-speaking countries o Weekend vs. weekday activities o Role of sports in daily life

Adiós mama (short film)

Los toros: pros and cons

Idilio de Mario Benedetti

Cultural topics Poema 20 – Neruda

Write sentences with two or more clauses incorporating specific grammatical concepts studied throughout the year

Interpret and analyze authentic texts

Employ the appropriate tense based on a contextual clue

Describe oneself, others, and environment using advanced grammatical structures.

Skills Further develop skills in reading, writing, speaking, and listening

CONSENSUS MAP: SPANISH Spanish 3 & 3H

Written final exam

Chapter tests

Biweekly quizzes

Research and present information about a famous Hispanic person for an in-class interview

Oral assessments during each trimester

Assessments Develop and defend ideas around global warming

presente perfecto, el pasado perfecto; making students aware of the use of perfects in English participio pasado como adjetivo Sinopsis de verbos Vocabulario de lecciรณn 5: Los viajes El futuro y el condicional La organizaciรณn de verbos El uso de los tiempos Presente del subjuntivo: formas Los mandatos: formales, familiares, de nosotros, vosotros Superlativos y comparativos Expresiones impersonales con el subjuntivo o indicativo Clรกusulas sustantivas: subjuntivo O indicativo Clรกusulas adjetivas: subjuntivo O indicativo Clรกusulas adverbiales: subjuntivo O indicativo El imperfecto del subjuntivo Sequence of tenses: Present indicative / present subjunctive Past indicative/imperfect subjunctive Project with viaje to a Spanishspeaking: trip planning (brochure)

Understanding the perfects in Spanish by understanding their function/use in English

doctor in Latin America/Spain

The present

Grammar:

La Catrina Episodes 1-14

Concept/Content Trimesters 1 & 2

La voz pasiva “Se” : different uses Vocabulario: La economía y el trabajo

Identification of which type of clause it is Vocabulario: La naturaleza Animals and geographical features Cláusulas con si: 1. Presente de indicativofuturo 2. Imperfecto de subjuntivo- condicional 3. Pluscuamperf de subjcondicional perfecto.

Mexican Revolution (both for Mexico & Latin America)

Dichotomies of Mexico City: historic and modern, rich and poor (others)

Cultural topics Concept of death in Mexican society

Expand on grammar previously learned in other levels

Develop and defend the pros and cons on a given topic for class debates

Skills Communicate one’s ideas with clarity, confidence, and ease

CONSENSUS MAP: SPANISH Spanish 4 Conversation

Temas económicos o Bolsa de valores o Desempleo en España o La economía en países hispanohablantes

El calentamiento global: o different perspectives o related topics o coast vs. inland o recycling o el ecoturismo

Trimester 1: Project to reflect on first seven episodes & students pick one of four options to develop and

Assessments Hacienda project

The imperfect

The future

The conditional

Subjunctive

Colombia o La economía y la política o La historia de la coca en la cultura andina o Los carteles de drogas o Las mulas

Película: “María Llena Eres de Gracia”

Trimester 3

The preterit

progressive

The present

La Inmigración Hispana a los

Colombia o La economía y la política o La historia de la coca en la cultura andina o Los carteles de drogas o Las mulas

Concept of death and the afterlife in Mexican (and Aztec) culture

Importance of the Day of the Dead in Mexican culture

Images and information about a typical, independent Latin American (Mexican) pharmacy

Veneration and respect of death in Mexican society

La Catrina de Posada

Read and interpret authentic material

Consider and appreciate the cultures of the Spanishspeaking world and the experiences of Hispanics in the United States in light of their home culture

PowerPoint on topic of choice: o El negocio de flores en Colombia o Las diferencias entre usted y tú o La clase media en Colombia o Bogotá (la capital de Colombia) o Chinquinquirá, Colombia o Lo que implica ser mula o La comunidad colombiana de Nueva York o Orlando Tobón

Trimester 2: La Catrina Court Case (3 week project)

Art in Latin America: The Mexican muralists

present

Argentina o Historia, presente, y futuro o La dictadura (19761984) o La inmigración europea o La Plaza de Mayo

Película: “La Historia Oficial”

La Inmigración Hispana a los Estados Unidos o Historia, presente, y futuro o Censos pasados o Cambios demográficos

Película: “Entre Nos”

La Comunidad Colombiana en los Estados Unidos o Orlando Tobón

La Inmigración Hispana a los Estados Unidos o Historia, presente, y futuro

Argentina o Historia, presente, y futuro o La dictadura (19761984) o La inmigración europea o La Plaza de Mayo

La Inmigración Hispana a los Estados Unidos o Historia, presente, y futuro o Censos pasados o Cambios demográficos

La Comunidad Colombiana en los Estados Unidos o Orlando Tobón

Estados Unidos o Historia, presente, y futuro

PowerPoint on topic of choice: o Isabel Perón o La Guerra de las Malvinas o Raúl Alfonsín o Los área históricos de Buenos Aires, Argentina o La Comisión Nacional sobre la Desaparición de Personas (CONADEP) o Lo que les pasó a los generales que estaban en el poder durante la dictadura

PowerPoint on topic of choice: o La historia de la inmigración de un grupo específico (bolivianos, cubanos, etc.) o La situación presente de la inmigración de un grupo específico o La demografía futura de los Estados Unidos (predicciones e implicaciones futuras) o La inmigración en Nueva Inglaterra o La inmigración en Massachusetts u otro estado

--Readings include: Los hispanos en Estados Unidos Ay, papi,no seas coca-

---Readings include: La familia: tradición y cambios La última despedida

---Reading strategies ---Word formation Recognition of nouns, verbs, adjectives, adverbs Recognition of meaning of prefixes, suffixes ---Cognate recognition ---Use of dictionary ---Pre-reading activities Title, subtitle, graphics Prior knowledge Predictions ---Discuss title, point of view, tone, subject matter, theme, author’s purpose

Concept/Content Trimester 1 : Readings

--Hispanics in the U.S.

---Comparison of Hispanic/American families

Cultural topics

Consider and appreciate the cultures of the Spanishspeaking world and the experiences of Hispanics in the United States in light of their home culture

Interpret and analyze authentic texts considering title, one’s prior knowledge, tone, point of view, and author’s intent

Learn how to effectively use a dictionary

Form new words using rules of word formation

Skills Decipher meanings and functions of words looking at common prefixes, roots, and suffixes

CONSENSUS MAP: SPANISH Advanced Spanish: Trimesters 1, 2, 3

---Final assessment: Questions on La casa en Mango Street as well as analyze of 3 new chapters in novella

---Tests on each reading topic: Vocabulary, questions on readings, analyze of new reading related to main topic

---Quizzes on vocabulary in each reading

Assessments ---Weekly ‘pruebecitas’ (Short quizzes on a reading before discussion of it)

---Indicative Mood: Forms and Uses Presente Simple Presente Progresivo Presente Perfecto Pretérito Pretérito Progresivo Pretérito Anterior Imperfecto Simple Imperfecto Progresivo Pluscuamperfecto Futuro Simple Futuro Progresivo Futuro Perfecto Condicional Simple Condicional Progresivo Condicional Perfecto

---Ser/Estar: Uses

Trimester 2: Grammar and Composition

---Selected readings of La casa en Mango Street

colero Balada de los dos abuelos Negrito

---Composition 3 Topic: A letter to your parents asking for permission to study in a Spanish-speaking country for a full year. Letter

---Composition 2 Topic: A reflection of the life of a Hispanic historical or literary figure from the perspective of the person himself or herself

---Composition 1 Topic: Description of Esperanza, character from La casa en Mango Street, from the perspective of another character

---Continued study of Hispanic experience in U.S.

Mastery of Spanish grammar with regard to forms and uses (see list)

Further develop skills for composition

---3 Compositions that are 2pages in length (written on computer)

---Tests on ser/estar, indicative forms and uses, preterite/imperfect, subjunctive forms and uses in noun, adjective, and adverbial clauses

--Quizzes on some grammar concepts

---Study of Frida Kahloâ&#x20AC;&#x2122;s life and artwork

---Powerpoint presentation of summer program for high schoolers in a Spanishspeaking country

Trimester 3

---Subjunctive Mood: Forms and Uses in adjective, adverbial, and noun clauses Presente Presente Perfecto Imperfecto Pluscuamperfecto

---Read, answer questions, and

---Watch, take notes, and discuss 6 segments of La cinta que envuelve una bomba, a documentary on Frida Kahlo

---Discuss selected artwork of Frida Kahlo

---Discuss and define what culture is

---Research of Spanishspeaking country

must include at least 4 adjective and 6 noun clauses with subjunctive.

Consider and appreciate the concept of culture and personal relationships and the experiences of Hispanics in the United States in light of their home culture

Further develop proficiency of speaking, writing, and reading skills

---Final assessment: 400 word composition on El norte

---250 word love letter

---3 quizzes on grammar concepts: por/para, commands, relative pronouns

---production of video segment for Cocinar en Williston

---2 oral presentations: summer-program for teens in Spanish-speaking country, creative autobiographical project

---Study of healthy eating habits

---Write a letter to Minerva asking for help regarding a classmate’s unhealthy eating

---Discuss students’ eating habits

---Read online about and discuss Food Pyramid

---Creative autobiographical project: create artwork and give 5 minute presentation of artwork

---Written review of Ballet Hispánico for El pueblo latino

---Write a letter to a friend about van Ramshurst’s exposition in Mexico City ---Attendance of Ballet Hispánico at UMass

---Read, answer questions about, and discuss interview with van Ramshurst

---Review and discuss artwork of Patrice van Ramshurst who created an homenaje to Frida

discuss short article about the documentary

---Los encuentros personales

---Students write a letter expressing interest in one of

---Students write their own personal profile

---Read, answer questions about, and discuss several online profiles

---Discuss and define what love is

---Students create video segments for Cocinar en Williston

---Watch and discuss 2 cooking shows on Univision

---Students write their own oda to a vegetable following Neruda’s style

---Read and discuss Pablo Neruda’s Oda la Tomate

---Imagine you are Minerva and write a letter with advice regarding classmate’s unhealthy eating habits

habits

Grammar: ---Si-clauses ---Como si-clauses ---Clauses with aunque ---Clauses that express ---“Regardless of what..” (Subj. + lo que/el que + Subj) ---tal vez, quizás, acaso ---Uses of por and para

---El norte Return to Trimester 1 discussion of the Hispanic experience in the United States

---Final Assessment: Students write a 400 word essay in class discussing whether the main characters in El norte found a

---Written exercise that serve as a review of uses of Subjunctive and Indicative in adjective, adverbial, and noun clauses

---View, answer questions about, and discuss the film El norte

---View, answer questions about, and discuss 7.35am a short film by Nacho Vigalondo ---Students write a letter to main character in 7.35am

---In class students write a letter of rejection to the love letter

---Students imagine they received the love letter and write a letter of acceptance

---Read, answer questions about, and discuss a love letter

the people who wrote an online profile

Concept/Content Song; Penélope, Joan Manuel Serrat. Vocabulary from the song. Essay about the song. Vocabulary from the fable. Rules of accent and syllabification Demonstratives( adjectives, pronouns, neuter) Review of the indicative mood. All the tenses Present, preterit, imperfect, future, conditional progressives, perfect etc...) Pronouns with the tenses Use of infinitive after a preposition Reading selection Emma Sunz from Borges

---Mandatos de tú, Ud., Uds., nosotros, vosotros ---Mandatos y pronombres ---Relative Pronouns: que, quien, el que, el cual, lo que, lo cual, cuyo

Project: Spain ( students present different topics about

Reading selection: “Le dije y no la vi más” Essay about the reading.

El cuervo y el zorro ( fable) Essay about the moral of the fable.

Cultural topics Song; Penélope, Joan Manuel Serrat.

Employ reading strategies to extract the main idea and

Employ the appropriate tense based on a contextual clue

Describe oneself, others, and environment using advanced grammatical structures.

Further mastery of grammar and acquisition of new vocabulary

Synthesize and interpret aural and written authentic sources, then produce oral and written responses

Skills Learn to understand different styles of written expression

CONSENSUS MAP: SPANISH AP Spanish

better life in the United States

Trimester 3 Students write and present a play with the essays that they wrote about a mystery crime

Trimester 2 Research and present information about a Spanishspeaking cultural holiday that we do not have in the United States

Assessments Trimester 1 Project: Spain (Students present different topics about Spain)

After the AP exam: Essay about the movie.

*Practices from AP book Vocabulary The subjunctive mood All uses of the Subjuntive Reading: Las manzanas y el fuego de otoño. Practices from the AP book Reading, Héctor Max Essay about the reading The pronouns; direct, indirect, reflexives The possessives Questions about the movie. Reading: El extraño caso de la asesina fumadora. Vocabulary, comprehension Essay about the Reading Adverbs. Commands. Adjectives. Practices from the AP book.

After the AP test: Movie: Yerma

“Vida Moderna Hispana” (tapes). Interviews with native speakers from different countries about culture and costumes.

Project. Hispanic Holidays. students present a Hispanic Holiday of their choice)

Movie. El Coronel no tiene quien le escriba. Book by Gabriel García Márquez.

Students read and make presentations about articles in Spanish newspapers.

Spain) Understand different pronunciation and dialects of Spanish-speaking world

identify author’s intent through authentic materials

CHINESE CONSENSUS MAPS

Culture: The Chinese

Culture: Chinese concepts of “Native Town” Proverb: 说来话长

Culture: Chinese names Proverb: 同名同姓

Find out someone’s nationality • Which country are you from? • What language do you speak? • Country names and people • Expression: 一点儿（yi dian er，a little bit) • Conjunction: 和（he， and)

Finding out someone’s nationality • Ask which language they speak • Talk about each other’s nationality and

Cultural topics Culture: Basic Chinese greetings Proverb:学而时习之

Concept/Content Starting a conversation Conduct daily Chinese Greetings • Hello! How are you? Have you eaten? Where are you going? What are you doing? • What’s your name? • May I ask what’s your noble last name? • Appropriate responses to greetings

Discussing activities

information

Geography & cultural

Classroom culture/rituals

environment

Oral presentation: Making selfintroduction emphasizing on

Making friends on campus and asking about their nationalities.

Describing oneself, others, and

Cultural gestures

Assessments Oral and written selfintroduction and presentation And culturally-responsive responses

Skills Basic conversation

CONSENSUS MAP: CHINESE Chinese 1

My family: Introducing yourself & talk about your family

Introducing People: • Initiate a short conversation • Find out what someone has/possesses • 有（you, have/has） • 没有（meiyou, don’t/doesn’t have • Question word 几(ji, how many) • Adverb 都(dou, all,) • 都不（doubu, not all） • Location of adverbs: 也，都，常，很

languages What do you study/ what courses are you taking? • Basic course names: Chinese, English, Math, Physics, Chemistry, Biology, History, World Civilization, US Government, Drawing, Dancing, P.E., etc. • Measure words: 本（ben，for books) • Adverb: 很（hen， very, extremely) • Suffix 们（personal plural formation)

Culture: Chinese families Proverb:爱屋及乌

Culture: Chinese Forms of Address Proverb: 友朋自远方来，不亦勒乎？

Educational System Proverb: 书中自有黄金屋，书中自有颜如玉。

To be able to introduce other people

one’s school life: what courses he/she has taken, what sports he/she has played.

是……的 Construction (emphatic structure) Preposition 在（zai, at, in, on, etc.） Measure words: 个，辆，只，本，几个，几辆，即只，几本

Make a phone call • Handle various phone call situations 喂，吧 • Ask what someone is

Do you know him/her? 你认识不认识他/她？ • 肯定与否定回答 AFFIRMATIVENEGATIVE QUESTIONS • 反意疑问句TAG QUESTIONS

Ask someone’s address Tell someone your address Describe a place Ask/provide phone number • 你住在哪儿？(Where do you live?) • 住址的写法：word order for address • 强调句：Topiccomment sentence • 多少 and 几

•

Culture: Business cards in China Proverb: 一见钟情

Culture: Traditional Chinese Houses, Si He Yuan Proverb:远亲不如近邻

Advanced conversation

phone

Learn how to speak over the

measure words

Blank-filling tests on the related

Role play: Making phone call to acquire Information

Politely inquiring other people’s information such name, address and contact information

doing Explain what you are doing • The progressive aspect of an action 在/正在 Measure word: 位（wei, respectful way to address the number of people such as guests, teachers, etc.）

Using 呢

Expression of dates and time • 过，差 • 点，分，秒 • 就，才 • The names of the year,

•

怎么样？

行吗？

好吗？

是吗？

Ways of asking questions: • Using the question word吗 • Using a choice type of question • Using 什么(what), 什么时候，谁，哪一个，哪国人，哪儿，哪位，哪年，几，几点，几月几号/日，多少，多少号 • Using Tag Question A不A？

•

Culture: Cell Phones in China Proverb: 不管三七二十一

Correct use of time and date connecting with daily activities

Usage of related question words: Blank-filling tests

Role Play: Making phone conversations Introducing friends

month and day Numbers 1-100 Expression of some daily activities

还是

•

箱，袋

壶，盒，桶，罐，

Measure words： • 杯，瓶，盘，碗，

要

•

Concept/Content Order food at a restaurant Present/choose from alternatives Ask what someone wants Tell someone what you want • 点

Describe one’s daily schedule Write letters in Chinese Chinese word order • Modifier + modified • The word 的showing possession

• •

Parking sign and car for sale (cultural differences)

Cultural Topics Chinese Snacks : Culture: Chinese Food Proverb: 饭后百步走，活到九十九

Identify locations

Order food at a restaurant

Describe oneself, others, and environment

Skills Further develop skills in reading, writing, speaking, and listening

CONSENSUS MAP: CHINESE Chinese 2

Culture: University life in China Proverb: 开夜车

Rubrics: Correct use of measure words (位，碗，杯，盘，个);

Assessments Role playing/ : waiter or waitress Simulation serving food customers ordering food

Presenting one’s daily activities

Expressing time and date

Presenting one’s daily schedule to others

Negative forms of optative words 从。。。去/到

•

Culture: Chinese Zodiac Proverb: 女大十八变

Culture: The Chinese Art of Placement Proverb:有缘千里来相会，无缘对面不相知

Show people around Ask where something is located Explain where something is located • Position words • Sentences

Duplication of verbs

条，张

Measure words：件，

Culture: Traditional dress Proverb: 情人眼里出西施

Culture: China’s Auto Industry Proverb: 有借有还，再借不难

Expressions of the days of the week, year, month, days Extend/accept an invitation Talk about people’s birthdays • Preposition 为

•

Go shopping Talk about clothing, colors, and prices Provide opinions • Conjunction 或者

•

多+ V

•

可以，会

想，应该，得，能，

Make a request Express wishes, obligations, capabilities, possibilities, or permissions • Optative verbs: 要，

Employ the appropriate tense based on a contextual clue

Express issues of health and wellbeing

Discuss forms of transportation

Exchange ideas to other people such as one’s hobbies, sports activities, etc.

Role play: showing people around And introducing places to people

Shopping Simulation Role Play: inquiring about prices of products and figuring out the changes, etc.

_____________________________

Adj. 极了

•

坐，骑，开

后

先。。。再。。。然

Describe the symptoms of an illness Describe something that has happened • The Aspect Particle 了

•

Describe transportation means Talk about travel plans • 离

最

•

Talk about the four seasons Describe the weather Express that something will happen in the near future • 就/快要。。。了

Describe how an action is performed Talk about one’s hobbies and exercises • Degree of complement sentences

expressing location and existence with 在，有，是

Culture: Housing reform in China Proverb: 秀才不出门，能知

Culture: Traditional Chinese medicine and pharmacology Proverb: 良药苦口，忠言逆耳

Culture: Traffic signs and rules in China Proverb: 读万卷书，行万里路

Culture: The three main Chinese Festivals Proverb: 热锅上的蚂蚁

Culture: Chinese sports Proverb:临时抱佛脚

Simulation: renting an apartment or a house

Role play: Visiting doctors

Mapping project: Ss. map out the route from their homes to the school and the transportation means to reach the school.

Weather project: Ss. work in group choosing a city in China to work with: finding the population, ethnic groups, traditions and customs, and specific weather at that particular space

的，得，地

把字句+ 趋向补语

•

语法复习：时态和体

量词小结

连词小结

•

Exchange of Emails Describe your current situation • 比如

•

面。。。

Talk About Plans Express blessings and wishes • 一面。。。一

把字句

•

Renting an apartment Indicate the direction of a movement Describe an event and its cause • DC: 趋向补语

•

Culture: Peking Opera & Chinese calligraphy Proverb: 心想事成

Culture: Travel in China Proverb: 活到老，学到老

天下事

______________________________

Pen Pal project: write email to an pen pal in China describe your life here at Williston Northampton School and asks about pen pal’s life in China.

______________________________

Comparison: simple comparison sentences Relative, superlative and emphatic degree

Ask and give directions Take a cab Pay money and give change • 有多+ Adjectives • Ask and give directions: 往/向+ direction/location+ V. • V. 起来

Describe an event Talk about experiences • Two 了 • The aspect 着 • The experiential aspect 过

Concept/Content Moving into an apartment/house Describe the result of an action • 结果补语 resultative complement • 把sentences + the resultative complement

Culture: Chinese hospitality Being a good host and a courteous guest Idiomatic expression:自相矛盾 Proverb:人逢喜事精神爽

Culture: China’s new economic development zones Idiomatic expression: 愚公移山 Proverb:拐弯抹角

Cultural Topics Culture: Four great classical Chinese novels Idiomatic expression:东施效颦 Proverb:隔墙有耳

Express issues of personal health and fitness

Understand Chinese banking system including how to open an account

Express feelings and facts about past events

Make comparisons for different situations

Learn how to interact with a taxi driver

Skills Employ the appropriate tense based on a contextual clue

CONSENSUS MAP: CHINESE Chinese 3

Project –based description: using comparative and superlative to describe your classmates

Simulation: Being a customer and being an bank teller

Role play: getting lost in a city in China and try to find your way out.

Assessments

比较，最，更一天比一天比+ 。。。多了

Talk about possibility and feasibility Book plane tickets • Potential complement • Questions with

Open a bank account Talk about interest rates and exchange rates • Juxtaposed phrases • Endocentric phrases • Subj. + V. phrase • V. Obj。 phrase • Ways to express percentage & proportion • Decimals • Noun/Pronoun

Make a report Recall memories and past experiences • Resultative complement • 把sentences and the resultative complement • The aspects of 着，过，了 • 有多+ adjective • Ask and give directions • Comparison sentences • Emphatic degree

• • •

Culture: China, a multi-ethnic country Idiomatic expression:掩耳盗铃 Proverb:四海之内皆兄弟

Culture: China’s banking industry Idiomatic expression: 井底之蛙 Proverb:三百六十行，行行出状元

Culture: Transportation in China Idiomatic expression: 守株待兔 Proverb: 赶鸭子上架把sentences: oral and written tests

China Project: Each student chooses a province to work on: find out the geographic location, population, ethnic component, unique feature, tourist spots, etc. Compare 5 aspects in which

Role Play: 井底之蛙 Being a frog and then being a sea turtle: from being arrogant to being humble

Ba construction project: Write a short essay, using at least ten Ba sentences.

Progressive change: 越来越…..; 越….越…..

越….越….

越……

Make an oral report Discuss plans • 语法复习 Phrases Percentage and proportion Complements Comparison Progressive: 越来

•

Talk about fitness Make comparisons • Comparison (3): 比 and the emphatic degree 更（要），还 (要)

Describe Contrast Express personal opinion • Comparison (2) A 比B+ V。 + degree of complement 比 + quantifier • Emphatic pattern: 连。。。都/也 • Preposition 对

structural particles 吗/呢

Culture: The Great Wall of China Idiomatic expression: 夜郎自大 Proverb:满载而归

Culture: The culture of slimness and beauty in China Idiomatic expression: 画蛇添足 Proverb:人不可貌相

Culture: The movie industry in China Idiomatic expression:得意洋洋 Proverb:比上不足，比下有余

Project: World Miracle Each student chooses one world miracle and presents it to the class.

Essay: What’s your perspective of beauty? What is considered as beautiful in your culture?

you are better and 5 aspects in which you are not better than a friend in your class.

Express appreciation Reply to/accept other’s thanks Describe a cause-and-effect situation Describe a conditional situation Write thank-you and invitation cards • Compound sentences 复合句 • The cause-and-effect conjunctions and their compound sentences 因果连词和因果复合句 • The conditional conjunctions and their

Concept/Content Express concerns for others Reply to others’ concern Describe an unpleasant situation • Passive sentences 被动句 • Unmarked in structure (notional passive sense) • Marked in structure with 被，叫，让 • 被 sentences versus 把 sentences Culture: Appreciation and gift giving Idiomatic expression: 拔苗助长 Proverb：悔不当初；朋友是良药

Cultural Topics Culture: How Chinese people show their concern for others Idiomatic expression: 惊弓之鸟 Proverb：打是亲，骂是爱

Learn about the Chinese business world

Communicate one’s strengths through a job resume

Give and respond to compliments

Communicate polite, formal requests through personperson communication and email correspondence

Express and react to a variety of emotions from oneself and others

Skills Express concerns and appreciation for others

CONSENSUS MAP: CHINESE Chinese 4

Project: writing a complaint

Project: writing invitation cards to your friends/relatives to invite them to your birthday party/prom/graduation commencement.

Project: Writing/designing thank-you cards/notes to the ones who have helped you.

Assessments Describing situations in which agents are not clear by using passive voices.

Interjections 感叹词

Request favors Respond to requests for favors Format email messages • Passive voices review • Conjunctions review

Express Apology Reply to/accept another’s apology Communicate to make things better Write Chinese lyric prose • Onomatopoetic words as adverbials or attributives 拟声词当修饰语 • Conjunctions 既 … … 又… … • Topic –command sentences

•

和兼语句

Express anger and complaints Reply/Listen to anger and complaints Seek/provide advice • Pivotal constructions 兼语句 • Causative Causative sentences and pivotal Constructions: 使动用法

compound sentences 条件连词和条件复合句

Culture: Traditional Chinese music Idiomatic expression: 亡羊补牢 Proverb:有惊无险

Culture: Famous modern Chinese prose writers Idiomatic expression: 同舟共济 Proverb: 急中生智

Culture：Chinese fortune telling 算命；The Lunar calendar 农历 Idiomatic expression: 一箭双雕 Proverb：吃亏是福

Project: Write a compliment note to a friend/acquaintance

Project: writing a letter/note to somebody whom you want to make a request for favor.

letter to an institutional organization describing something that you were not happy about.

Omissions

Express agreement or disagreement Talk about job benefits • Adverbs expressing speech tones/moods: 却，倒，到底/究竟/终究 • Conjunction：固然

Market oneself Participate in a job interview • Conjunctions • Expressions indicating approximation

Eliciting information for confirmation Talking about procedures Writing a Chinese resume • Rhetorical questions • Words and expressions indicating procedures

Give/reply to compliments Express emphasis in communication See guests off in a courteous manner Take leave of your host in a courteous manner • Emphasis in Chinese sentences • Serial verb construction 兼语句

•

Culture: Foreign Business in China Idiomatic expression: 塞翁失马，焉知非福 Proverb: 百尺竿头，更进一步

Culture: Employment of university graduates in China Idiomatic expression: 毛遂自荐 Proverb: 滥竽充数

Culture: The surge in Chinese students studying overseas Idiomatic expression: 杞人忧天 Proverb:万事俱备，只欠东风

Culture: Chinese polite phrases Idiomatic expression: 一鼓作气 Proverb: 礼多人不怪

Essay: construct an essay using at least 10 conjunction words in it.

Role Play: Job Interview (interviewer/interviewee)

Project: Write your resume in Chinese by following Chinese resume conventions.

Project: Encourage ss. to be a guest at a Chinese family and then describe the their experiences.

for something they think worth your compliment/praise.

Emphasis in Chinese sentences 非……不可

•

Prepositions: 对；为，给

就….； ….以免…

Ask for advice Talk about the future Write letters • Conjunctions: 与其…不如….；即使…也….；即使….

• Culture: The service industry in China Idiomatic expression: 班门弄斧 Proverb: 吃得苦中苦，方为人上人.

2004 Curriculum Maps

The Williston Northampton School

2004 FRENCH CURRICULUM MAPS

Skills Students will: gain recognition of and familiarity with French alphabet and phonetics; ask how to spell and spell new and unfamiliar vocabulary; use basic questions and answers to communicate in French; ask and tell time; identify, ask and tell position of classroom objects; understand basic cultural differences between France and U.S.

Students will: gain understanding of grammar "categories" , letters, words, verbs, nouns, pronouns, subject pronouns. Students become increasing familiar with question formation and response in complete sentences.

Practice reading and discussing short articles. Discuss and describe family members, friends and classmates. Become increasingly familiar with spoken and written French.

Become increasingly familiar with spoken and written French; practice with ETRE and ALLER and the concept of conjugating verbs.

Content

Introduction to French alphabet and photetics. French greetings and leave takings and appropriate gestures, both formal and informal. Presentation of "vous" and "tu" forms. General questions/responses (how are you, what/who is that, how do you spell, what is your/her name etc.) French titles and abbreviations. Classroom vocabulary. Presention of gender and definite and indefinite articles and singular and plural. Possesion (C'est le livre de Susan). Presentation of "OU est" (where), "VOILA" and common prepositions. Numbers 1-100 and mathematical expressions. Calendar words and expressions: days, months, seasons. Asking and telling time.

Presentation of "DE" and "A" (from and to) for discussion of time span and daily classes. Asking and telling preferences (I like, don't like, prefer, etc.) Colors and "math" with colors. Subject pronouns. The verb "ALLER" (to go) and various destionations "en ville". Formation of the negative and yes/no questions (with "est-ce que" and inversion. Agreement and disagreement expressions (moi aussi, pas moi, moi non plus.)Introduction to the imperative w/ aller. Halloween vocabulary.

Continued work with the imperative of ALLER. Introduction of verb "ETRE" (to be). Introduction of the question "Comment est/sont ... " for description.

Study of adjectives/description/nationalities. Present the idea of adjective/noun agreement, including many irregulars. Chapters 1/2 of Bienvenue, including school day vocabulary, courses and a variety of adjectives.

Month

September

October

November

December

The Williston Northampton School Michalski , Susan / French 7 / Grade 7 (Middle School)

French 7

Written test with aural component and dictation. One page written description of a celebrity. Regular oral, aural, and written quizzes. Dictations exercices. Student role plays. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz.

Written test with aural component and dictation. 1 page description of a celebrity. Regular oral, aural, and written quizzes. Dictations exercices. Student role plays. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz.

Kids create a test and answer sheet. Written test with aural component and dictation. Regular oral, aural, and written quizzes. Dictations. Student role plays. Nightly written homework. Daily aural exercices and student conversation. Notebook verification quiz.

Oral, aural, and written quizzes. Dictations. Student role plays. Nightly written homework. Daily aural exercices and student conversation.

Assessment

Recognize and conjugate a variety of regular ER verbes. Understand that ETRE and ALLER are irregular verbs,which exist independently of ER verbs. Practice forming questions with ER verbs. Work on pronunciation of ER verb forms, notably that final E's without accents and final "ENT" are not pronounced.

Practice and become increasingly familiar with cumulative vocabulary and grammar structures. Recognize the structural differences between English and French idiomatic expressions with AVOIR. Compare the regular and irregular position of French adjectives and nouns as compared to English.

Understand and discuss cultural difference between American and French dining and food shopping customs. Ask and tell how much something costs.

Discussion of "Poisson d'avril". Use regular and irregular verbs with increased ease and accuracy. Practice with regular and irregular adjectives. Discuss regular and future trips

Distinguish and become increasingly familiar with the forms of regular ER, RE, and IR verbs. Use all verbs with ease in written and spoken French. Discuss the importance of train transportation in France and Europe as it compares with the

Present the conjugation system for the ER family of verbs. Chapter 3 of Bienvenue textbook. Vocabulary: common ER verbs, Simpsons vocabulary from episode, "Bart au grand cru".

Chapters 4 and start of chapter 5 Bienvenue textbook. Immediate and extended family vocabulary. House and apartment vocabulary, including rooms and floor plans. Presentation of verb AVOIR and its uses, including idiomatic expressions. Possessive adjectives. Review of irregular adjectives and discussion of their position before the noun.

Continue chapter 5 of Bienvenue textbook. Cafe and restaurant vocabulary. Review of numbers and formal introduction of the Futur proche tense. Contractions with A and DE. Presentation of verbs VOULOIR/POUVOIR/FAIRE. Vocabulary associated with various French markets. Chapter 6 of Bienvenue Textbook.

Review of irregular verbs ETRE/ALLER/FAIRE/VOULOIR/POUVOIR. Continue with Chapter 6 of Bienvenue. Presentation of partitive, and review of use of articles. Chpt 7 of Bienvenue text. Airplane and airport vocabulary. Presentation of regular and irregular IR verbs. Presentation of interrogative adjective "Quel" and "tout". Presenation of adjectives ending in -al.

Chapters 8/9 of Bienvenue. Train and train station vocabulary. Introduction of RE family of verbs. Demonstrative adjectives: CE. Irregular verbe METTRE. Summer sports vocabulary and weather expressions. The verb PRENDRE and similarly formed verbs. Stress pronouns: moi, toi, etc. Review adjectives with double

January

February

March

April

May

Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework.

Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Design and present a restaurant's menu.

"Petite Annonce Personnelle" (personal ad). Written test with aural component and dictation and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Design "dream" house, with floor plan and acompanying written description.

Written test with aural component and dictation and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits with Simpsons vocabulary and family members. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz.

Skills Become reacquainted with French sounds. Recollect regular and irregular verbs studied in French 7. Use newly acquired vocabulary words to discuss Prevert's poems and their reactions to it.

Further discuss the themes of Prevert's poetry, notably his interest in war and school. Discuss his ideas/messages and their validity in modern society. Discuss fashion, both American and French as well as students' preferences.

Easily compare and contrast any number of things, including fellow classmates and Prevert poems. Become more aware of what tense is appropriate when speaking. Use direct and indirect object pronouns with increasing ease in regular conversation. Distinguish direct from indirect objects.

Discuss what students do, have done, and intend to do using the appropriate tenses. Recognize with increased ease when to use which tenses.

Content

Review all regular and irregular verbs from French 7. Review fundamental grammar structures, including adjective agreement and position in sentence. Sing and study the vocabulary in the song "Je suis une pizza" to review food vocabulary. Begin the study of Jacques Prevert's poetry (Le Cancre, Premier Jour, Familiale) . Vocabulary particular to the study of poetry.

Finish study of poetry (Le bouquet_. Chapter 10 of Bienvenue text. Clothing and wardrobe vocabulary. Verbes VOIR/CROIRE. Presentation of the imperative of regular and irregular verbs (affirmative and negative forms). Study of MC Solaar's song, "Victime de la mode"

Presentation of the comparative and superlative. Finish chpt 10 of Bienvenue. Introduction of direct and indirect object pronouns. Discussion of "moments" (past, present, future)as compared to the passe compose, present and futur proche tenses.

Introduction to the regular and irregular PASSE COMPOSE conjugated with AVOIR. Watch and study the vocabulary in Harry Potter movie.

September

October

November

December

Daily aural exercises and student conversation. Notebook verification quiz. Create and present an ideal voyage, by train or plane, within a given budget.

Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student role plays. Nightly written homework. Daily aural

Group presentation of a Prevert poem discussing its vocabulary, "figures de style", and the students' overall impressions of poem (with "creative" visual component as well).Write and perform a classroom "fashion show". Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Perform skits

Create a "Monsieur/Madame" adjective book. Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Perform skits reinacting various Prevert poems.

Assessment

US. Discuss and predict the weather. Understand the difference between and correctly use subject and stress pronouns.

Month

The Williston Northampton School Michalski , Susan / French 8 / Grade 8 (Middle School)

French 8

consonants.

Discussion of "Bonnes resolutions". Ask about and discuss their musical preferences. Listen for and work with rhyme in writing original songs. Discuss slang and its role in English and French and compare the formation of the two. Discuss rap, particularly the role of language in it. Inquire about and discuss one's daily routine. Envisage one's summer plans, using appropriate vocabulary. Become familiar with the difference between reflexive and nonreflexive verbs.

Continue to speak and read with increased ease. Learn to approach spelling intuitively and based on students' existing French knowledge. Discuss sporting activities and preferences, what the students do, plan to do, and have done.

Compare students' sports practices during various seasons. Discuss American and French medical practices.

Understand the two verbs to express "to know" in French and use the verbs appropriately. Discuss students past trips and their "ideal" ones.

Read aloud and independently with increased ease. Use context to discern vocabulary meaning. Discuss reading passages in groups.

Revision of the regular and irregular formation of the passe compose. Presentation DRMRSVANDERTRAMPP verbes, those which are conjugated with ETRE in the passe compose. Discussion of music and musical preferences. Study MC Solaar's song "Bouge de la", which was one of the first French raps. Discuss "verlan", a French slang. Chapter 11 of Bienvenue: reflexive verbs and vocabulary related to one's daily routine. Formation of questions with QUI and QUOI, particulary with prepositions.

Presentation of the verbs ,LIRE, CONDUIRE, ECRIRE, DIRE in the present, past and futur proche tenses. Complex negatives, expression, no one, nothing and never. Soccer and volleyball other assorted sports vocabulary. Revision of formation of passe compose. "Qu'est-ce que" and "Que" for question formation and exclamaitons.

Chapters 14 and 15 in Bienvenue textbook. Winter sports vocabulary. Body part vocabulary and common maladies and sicknesses. Verbs "ouvrir" and "souffrir" in all previously studied tenses.

Chapter 16 of Bienvenue. Presentation of the verbs SAVOIR/CONNAITRE (to know). Film and art vocabulary. Study of the Pariscope magazine and its use in French society. Identify cities, countries and continents and the appropriate prepositions used with each. Verbs "venir", "devenir", and "revenir".

Read/Study Le Petit Prince: vocabulary, action, characters, messages, and philosophies.

January

February

March

April

May

Listen to a musical recording of Le Petit Prince. Take a chapter of Le Petit Prince and write and perform it as a musical. Written tests with aural component, dictation, and essay. Regular oral,

Write, perform and film General Hospital, Scrubs, and ER skits. Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Imagine and present the daily routine for a celebrity couple. Listening exercices with music and text.

Write and perform an original rap song with given vocabulary and incorporating the passe compose. Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Imagine and present the daily routine for a celebrity couple. Listening exercices with music and text.

exercises and student conversation. Notebook verification quiz. Write and perform scenes in which a character from Harry Potter is transplanted to Williston.

Skills Pronounce French vowels and consonants accurately (I); Recite French alphabet; Spell words using French alphabet; Make article agreed with noun (gender); Use indefinite or definite to convey meaning ( I); Describe location of objects and people; Greet people, introduce self and others; Conduct minimal request and acknowledgement conversations; Ask and answer simple questions; Count and add in French (0-20); Act out greetings and introductions using appropriate gestures

Count and add 0-20; Describe self and others using etre and adjectives; Match subject pronouns and verb forms (etre); Write and pronounce all forms of adjectives, making them agree with nouns; Ask and answer questions using etre -- changing subject pronouns and forms as needed; Tell what time it is now; Say at what time something happens; Fill in course schedule and describe it and answer questions about it in French; Express opinions about courses and people; Distinguish between tu and vous in addressing people; Distinguish between masculine and feminine, singular and plural forms in speaking, listening, and writing

Content

French sound system; French alphabet; Articles - indefinite and definite singular; Gender of nouns; Prepositions of place; Greetings and introductions; Common expressions of courtesy; Classroom vocabulary; Interrogative expressions -- qui, ou, qu'est-ce que c'est; Numbers 0-20; Social customs -- handshake, kisses

Subject pronouns -- singular and plural; Forms of the verb etre; Negation of forms of etre; Plural of articles and nouns; Agreement of adjectives; Tu vs. vous; Telling time; Nouns for people -- boy, friend, student, etc. Common descriptive adjectives; Names of school subjects; Adverbs of degree (tres, vraiment, etc.); Interrogatives -- quel, A quelle heure; French school system and typical daily schedules

September

October

Quiz on number 0-20; Spelling quizzes on vocabulary; Quiz on singular forms of etre and subject pronouns; Quiz on plural forms of etre and subject pronouns; Written autobiography /description of self; Test on Chapter 1 including taped listening section; Quiz on telling time; Small group oral presentations - conversation about school; Question and sentence writing; Test on chapter 2 including taped listening section

Alphabet dictation quiz; Oral alphabet recitation quiz; Spelling quizzes on vocabulary; Spelling quizzes on number 0-10

Assessment

Listen to a musical recording of Le Petit Prince. Take a chapter of Le Petit Prince and write and perform it as a musical. Written tests with aural component, dictation, and essay. Regular oral, aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Imagine and present the daily routine for a celebrity couple.

aural, and written quizzes. Dictations exercices. Student skits. Nightly written homework. Daily aural exercises and student conversation. Notebook verification quiz. Imagine and present the daily routine for a celebrity couple.

Month

The Williston Northampton School Master Maps , Foreign Language / French 1 (GD) / Grades 9,10,11 (Upper School)

French 1

Read aloud and independently with increased ease. Use context to discern vocabulary meaning. Discuss reading passages in groups.

Conjugate regular -er verbs; Express like/dislike for activities; Say what you do where, with whom, when; Indicate possession (one owner); Construct sentences with adjectives correctly placed and agreeing in gender and number; Ask questions about other people's families; Give information about family and family members; State dates (day and month); Use adjectives studied to describe house, school, family members

Indicate possession (plural owner); Use aller to tell about going places

Use partitive, definite, and indefinite articles to communicate accurately; Use de/d' in negations and expressions of quantity; Count, add, and read numbers to 1000; Describe individual eating habits and preferences; Use contractions of a and de in a variety of structures -- with aller, arrive, complex prepositions ( a cote du conteau); Express desires and abilities using pouvoir plus an infinitive -- affirmative and negative; Express future plans and intentions using aller + infinities -- affirmative and negative

Use the new verbs to express present (and near future) actions, affirmative and negative; Talk/write about actions of travelers and workers in airport and train station; Correctly match demonstrative articles to nouns; Correctly form plural of -sl nouns and all forms of - al adjective ( to agree with nouns); Complete a multiple choice standardized test with taped listen comprehension (previous year's)

Find information on various websites in French dealing with train travel; Correctly use prendre and its compounds to express actions and habits; Use disjunctive pronouns for emphasis and in prepositional phrases; Describe the weather in various seasons; Express typical actions for each season; Compare French and American vacation patterns

Conjugation of regular -er verbs; The verb avoir; Two-verb/ dependent infinitive construction and negation; Subject pronoun on; Plural and negative of indefinite article; Singular possessive articles; Irregular adjectives -- beau, nouveau; vieux; Position of adjectives; Vocabulary -- verbs for class, home, and recreational activities; Family, Age; Month, dates; Number to 31; House and apartment vocabulary; Interrogatives -- Quand, combien (de); French family and housing patterns

Plural possessive articles; The verb aller

Contractions of a and de; The futur proche; The verbs -- faire, vouloir, and pouvoir; The partitive article; Number to 1000; Beverages and foods/dishes; Cafes and restaurants; Place setting; shops; Foods/ingredients; Expressions of quantity; Car, shopping customs in France

Regular and irregular -ir verbs; Adjectives tout and quel (R); -al nouns and adjectives Regular -re verbs; The verb mettre; Demonstrative adjectives; Airport vocabulary; Train and train station vocabulary; Train service in France; National French contest

Train service in French (cont.); Irregular verb prendre and compounds; Disjunctive pronouns; Irregular adjectives with coupled consonants; Season; Weather; Summer sports; Vacation customs in France

November

December

January

February

March

Quiz on demonstrative articles; Quiz on mettre; Spelling quizzes on vocabulary; Quizzes on verbs and pronouns and adjectives;

Quiz -- vouloir and pouvoir; Test on chapter 6 including listening on tape; Spelling quizzes on vocabulary; Conjugation quizzes on verbs; Individual prepared oral presentation -- an air trip; Quizzes on adjectives, nouns; Test on chapter 7; In-class correction and discussion of standardized test

Spelling quizzes on vocabulary; Grammar quizzes -numbers 0-69 0-100 0-1000 -- future proche -- faire -partitive (and other articles); Composition -- ""I'm going to have dinner at a restaurant Ă "" in futur proche; Test on chapter 5; Small group prepared dialogues for oral presentation""

Quiz on forms of aller; Quiz on possessives; Semester exam: Oral -- reading and personal questions, Written -including dictation all grammar and vocabulary plus minicomposition

spelling quizzes on vocabulary; Family tree (maternal or paternal); Grammar quizzes; Picture story -- listening -arrange pictures in order as story is read aloud -- writing -take pictures home in order and write story; Test on chapter 3

Skills Gain a familiarity/comfort with spoken French using only French in class; Formulate and respond to basic questions in French (dates times etc.) both orally and on paper; Speak and write of themselves their families and friends in complete sentences in the present tense; Count in French to 1000 and beyond; Speak/inquire about the weather; Recognize formulate and respond to written/spoken commands; Differentiate between the formal/informal; ""you"" -understand the cultural implication/uses of both; Begin to develop an ""ear"" for spoken French and to translate the written French from the oral in ""dictees""; Develop the French intonation rhythm and recognize the differences between spoken French and English; Increase vocabulary through ""vocab du jour"" (idiomatic expressions); Become accustomed to the use of full sentences in written work and spoken word""

Content

Review: Present tense -- regular - er, ir, re verbs -- irregular including aller, etre faire, and avoir; numbers, dates; basic questions (what time is it, how are you, how do you sayĂ in French, etc.); adjectif formation and use; family vocabulary; possessive adjectives; commands -- formal and informal; courtesy expressions and cultural differences in speaking and introductions; partitive; negative formation; famalia of questions ( Est-ce que/ inversion/ voice)

Month

September

The Williston Northampton School French 2 / Grades 9,10,11 (Upper School)

Spelling quizzes on vocabulary; Quizzes on reflexive verbs and formation of passe compose; Test on Lesson 11

Test on chapter 9; Spelling quizzes on vocabulary; Quiz on verb forms; Quiz on comparative and superlative; Test on L.10

Quizzes written -- require student to read French and respond in complete sentences -- require them to identify vocabulary represented by photos/images and use that vocabulary in full sentences; Quizzes oral -- students listen to questions and respond on paper in complete sentences; Student produced ""Monsieur/Madame Adjectif"" books style of R. Magraeve (story/images etc.); Written corrections of quizzes; Oral ?? Interviews; Written personal ads -- Write for a partner; Nightly written homework (Book examples and my worksheets); Weekly short compositions (1/2 to 1 page)""

Assessment

Describe daily routine using reflexive verbs; Distinguish between reflexive and non-reflexive (transitive) uses of certain verbs; Express past actions using passe compose (I); Distinguish among past, present, and future actions and express/recognize them in passe compose, present, and futur proche (I)

Reflexive verbs; Passe compose of regular verges; Body parts; Sports; Adverbs of time ( past, present, future); Health and sports in France

May

French 2

Use forms of croire and voir -- distinguish between voir and regarder (I); Correctly form adjectives to agree with nouns; Make comparisons more/less and equality; Express superlatives

Irregular verbs croire and voir; Irregular adjectives -- eux to euse-er to ere -- and others; Comparative; Superlative; Clothing and shoes; Colors; Clothing stores; French fashion industry

April

Develop existing skills; Use passe compose to talk about completed past actions (spoken/written); Identify words/phrases used with past/present; Identify and discuss cultural difference between French/U.S. in technology use and development; Make a phone call in French; employ appropriate telephone etiquette; Understand the Minitel vs. Internet; Discuss a voyage on the train, read a schedule, make a reservation; Develop and use more complex sentences using qui/que; Recognize and use object pronouns in speech and writing

Continue to used and develop skills; Narrate in the past -orally and with written language-- using imperfect and past ; Speak of and describe childhood habits; Describe past actions interrupted by another; Describe two simultaneous past actions; Discuss/recognize differences (similarities with American and French cultures) regarding vocabulary studied

Further use and develop existing skills practicing orally and on page; Recognize, formulate and use interrogative pronouns and adjectives to inquire about preferences; Use demonstrative pronouns and adjectives to discuss/describe their preferences; Read a short passage with relative ease, noting pronunciation, rhythm differences in French; Understand cinema practices in France -- discuss their preferences and those of others; discuss general preferences ???with a choose and explain their choice

Continue to develop and practice existing skills; Talk about the passage of time using ""agi/ since""; Discuss future events and plans; Recognize/use a variety of different tenses appropriately; Discuss/make proposition using ""si"" (""if"" clauses with present/future); Talk about physical sensations; Talk about French hospital/medical services as compared to U.S.; Use airplane information to discuss voyages (future voyages)""

Continue to use present tense in speaking/writing; Present tense of reflexive verbs; Passe compose (Review of regular formation with avoir, irregular past participles, of reflexive verbs, uses with etre -DRMRSVANDERTRAMPP --, and agreement with subject/preceding direct object); Relative pronouns qui/que; Review object pronouns (direct/indirect) + y + en; Vocabulary themes (vocabulary of the day, technology (TV), train, telephone, house, post office

The francophone world -- identification of and exposure to music; Formation/use of imparfait (imperfect); Difference between imparfait/passe compose in narration; Contes de fees (fairy tales); Quel/lequel (introduce); Vocabulary (continue with technology, music, francophonie, begin film/cinema vocabulary

Quel/lequel--Interrogative pronouns and adjectives; ce/ui -Demonstrative pronoun; ce --revision of demonstrative adjective; Film/cinema vocabulary

Revision of demonstratives; use of ""depuis""' Formation/use of future simple (regular/irregular); Revision of future proche (near future); ""Si"" with present/futur; Revision of present past imperfect futur; and those words/ phrases associated with each tense; Vocabulary (the body/ the 5 senses -- hospital/doctor's office-airplane/airport)""

October

November

December

January

Nightly written homework; Weekly written compositions ( 1-2 pages (Future for example -- what sense is least/most important); Debate -- which sense is most important and why

Quizzes -- written and oral; Designing of own tests (to exchange with other students and take); Test -- listening component -- written component (requiring complete sentences and full manipulation of language); Weekly written compositions; Oral interviews with partners

Quizzes (written/oral); Nightly written homework; Weekly composition (1-2 pages) -- describe a voyage to Francophone place, etc.; Skits; Partner oral interviews; Criticism of a song(s); Write a fairy tale (modernized)

Quizzes (written, oral); Nightly written homework; Weekly one page composition; Skits (telephone usage/ courtesy

Hypothesize about things that could happen; Talk about what student would do in others' place; Talk about and discuss what you've just done.

To become at ease and very familiar with the use of all tenses -- spoken and written use; To view various media expressions as a base of cultural comparison between the U.S. and France; Discuss the Ma????; Talk about modern day to day life in France

Vocabulary (metro/public transportation); Review futur and irregular stem; Conditional; Si" clauses imparfait ??; Review "si" clauses with present/futur; faire faire (to have someone do something); Review "en"/start use with numbers; Venir de (to just have done something); Boire; The subjonctif with "Il faut que""

General review of all tenses; Manipulation and development of vocabulary (may include the following categories -holidays/celebration-- the ??? (Raj musique phenomena); School in France versus the U.S; ""Savoir Faire"" in France""

April

May

Weekly current events oral presentation; Nightly written homework; Weekly journal entries; Talk show; Correction of errors; Skits; Enact a scene from the movie to hypothesize a new ending

Nightly written homework; Weekly short compositions (1-2 pages); Oral presentation (filmed); Write/ perform an episode of Friends; Quizzes -- written and oral; Talk show?

Continue to use and develop existing skills; Use of adverbs in Nightly homework (written); Weekly short composition; Quizzes sentences to speak and write more complexly; compare and written and oral discuss fashion and clothing styles in U.S. and France; Discuss stereotypes in France and the U.S.

Double object pronouns (in commands and negative commands -order/use); Formation and use of adverbs; Revision of difference between adjective and adverb; Mieus/meilleur -- mal/mauvais; Vocabulary (clothing/ Laundromat) Review of passe compose

March

Nightly homework (written); Weekly composition (1-2 pages -example, what car will you drive?); Test (listening, writing, dictation components)

Continue to develop and practice existing skills; Recognize and discuss difference in driving in U.S. and France; Talk about what will happen/happens with cars, etc. Explain/imagine different scenarios with transportation

Revision of phonetics/ pronunciation -- what do accents mean?; Revision of qui/que; Ce qui/ce que to indefinite relative pronoun (""what""); ""What"" in questions statements interrogatives etc -various translations; Vocabulary (cars/driving in US/France); Revision of object pronoun""

February

Develop existing skills; Use passe compose to talk about completed Quizzes (written, oral); Nightly written past actions (spoken/written); Identify words/phrases used with homework; Skits (telephone usage/ courtesy past/present; Identify and discuss cultural difference between French/U.S. in technology use and development; Make a phone call in French; employ appropriate telephone etiquette; Understand the Minitel vs. Internet; Discuss a voyage on the train, read a schedule, make a reservation; Develop and use more complex sentences using qui/que; Recognize and use object pronouns in speech and writing

Continue to used and develop skills; Narrate in the past -- orally and with written language-- using imperfect and past ; Speak of and describe childhood habits; Describe past actions interrupted by another; Describe two simultaneous past actions; Discuss/recognize differences (similarities with American and French cultures) regarding vocabulary studied

Formation/use of imparfait (imperfect); Difference between imparfait/passe compose in narration; Contes de fees (fairy tales); Quel/lequel (introduce); Vocabulary (continue with technology, music, francophonie

Quel/lequel--Interrogative pronouns and adjectives; ce/ui --Demonstrative pronoun; ce --revision of demonstrative adjective; Film/cinema vocabulary

October

November

December

Quizzes (written/oral); Nightly written homework; Weekly composition (1-2 pages) -describe a voyage to Francophone place, etc.; Skits; Partner oral interviews; Criticism of a song(s); Write a fairy tale (modernized)

Quizzes--on grammar as it is reviewed; Oral interviews; Nightly written homework (Book examples and my worksheets)

Regain familiarity/comfort with spoken French using only French in class; Formulate and respond to basic questions in French (dates times etc.) both orally and on paper; Speak and write of themselves their families and friends in complete sentences in the present tense; Count in French to 1000 and beyond; Speak/inquire about the weather; Recognize formulate and respond to written/spoken commands; Differentiate between the formal/informal; ""you"" -understand the cultural implication/uses of both; Begin to develop an ""ear"" for spoken French and to translate the written French from the oral in ""dictees""; Develop the French intonation rhythm and recognize the differences between spoken French and English; Become accustomed to the use of full sentences in written work and spoken word

Review: Present tense -- regular - er, ir, re verbs -- irregular including aller, etre faire, and avoir; numbers, dates; basic questions (what time is it, how are you, how do you say in French, etc.); adjective formation and use; family vocabulary; possessive adjectives; commands -- formal and informal; courtesy expressions and cultural differences in speaking and introductions; partitive; negative formation; formation of questions ( Est-ce que/ inversion/ voice)

September

Assessment

Skills

Content

Month

The Williston Northampton School Stifler , Claire F. / French 2 Honors / Grades 9,10,11 (Upper School)

French 2 Honors

Continue to use and develop existing skills; Use of adverbs in sentences to speak and write more complexly; compare and discuss fashion and clothing styles in U.S. and France; Discuss stereotypes in France and the U.S.

Hypothesize about things that could happen; Talk about what student would do in others' place; Talk about and discuss what you've just done.

To become at ease and very familiar with the use of all tenses -spoken and written use; To view various media expressions as a base of cultural comparison between the U.S. and France; Discuss the Ma????; Talk about modern day to day life in France

Revision of phonetics/ pronunciation -- what do accents mean?; Revision of qui/que; Ce qui/ce que to indefinite relative pronoun (""what""); ""What"" in questions statements interrogatives etc -- various translations; Vocabulary (cars/driving in US/France); Revision of object pronoun""

General review of all tenses; Manipulation and development of vocabulary (may include the following categories -- holidays/celebration-- the ??? (Raj musique phenomena); School in France versus the U.S; ""Savoir Faire"" in France""

January

February

March

April

May

preferences and those of others; discuss general preferences ???with a choose and explain their choice

Weekly current events oral presentation; Nightly written homework; Weekly journal entries; Talk show; Correction of errors; Skits; Enact a scene from the movie to hypothesize a new ending

Nightly written homework; Weekly short compositions (1-2 pages); Oral presentation (filmed); Write/ perform an episode of Friends; Quizzes -- written and oral; Talk show?

Nightly homework (written); Weekly short composition; Quizzes written and oral

Nightly homework (written); Weekly composition (1-2 pages -- example, what car will you drive?); Test (listening, writing, dictation components)

Nightly written homework; Weekly written compositions ( 1-2 pages (Future for example -- what sense is least/most important); Debate -- which sense is most important and why

partners

Skills Pronunciation; Writing in the past tense; Recognizing different tenses (present and past) and responding appropriately (review); Compare Acadian culture to other cultures

Listening comprehension -- weather report on TV and radio and interview with description of sea voyages; Reading comprehension; Recognizing and decoding words formed with the same root; Finding information in French on the Internet; Appreciation of the importance of traditions/ cultural identify/ personal identity; Clear communication in speaking French

Recognizing the passe compose and imperfect tenses when heard in a question -- responding appropriately ; Listening comprehension a) recognizing familiar words and expressions b) using those word to grasp general meaning ; Expressing one's like and dislikes in a variety of situations

Oral communication using a) the subjunctive; b) adjectives in comparative and superlative forms; Recognition of the past subjunctive and the expressions that are followed by the subjunctive; Decoding -- reading selections from original French sources

Content

EN VOYAGE Chapter 1, Songs and album notes of the group Grand Derangement, video documentary, "Le Reel du pendu" Le passe compose (review of regular and irregular, avoir and etre, reflexives); Vacation vocabulary; Le present -- irregular verbs (review); Acadian history and culture and contemporary music; Formation of questions in present and past -- responding to questions

Complete Chapter 1, begin Chapter 2 of EN VOYAGE Vocabulary: professions, life in France in 1900, media, review of adjectives and negative expressions; Read a chapter from Le Petit Prince and discuss; Introduce the subjunctive mood and its use with expressions of will and necessity; Review the imperfect tense -- formation and use; Literature -Sartre, La Nausee; Negation; Adjectives--review of forms and position; French celebrations of La Toussaint (traditional) and Halloween (contemporary, including protests)

Complete Chapter 2, begin Chapter 3 of EN VOYAGE Vocabulary -- part-time and summer jobs, money, free time activities; Differences between the passe compose and imperfect tenses; Comparative and superlative of adjectives and adverbs; Article about athletes; Subjunctive with superlatives; "Jeunes francophones" documentary about jobs in media in francophone countries; Songs from musical "Les dix commandements"

Past subjunctive; Interrogative pronouns; Review for final exam ( written and oral parts) a) practice using appropriate vocab/ tenses/ structures to describe pictures b) written exercises

Month

September

October

November

December

The Williston Northampton School Stifler , Claire F. / French 3 / Grades 10,11,12 (Upper School)

French 3

Writing paragraphs using present, passe compose, and imperfect; Test -vocabulary, verb tenses, literature, reading , writing; Final exam -- written and oral (picture descriptions -- see rubrics)

Form questions in the imperfect and passe compose -- respond to same; Quizzes on vocabulary (translations and creating sentences); Complete newspaper; Test

Test : a) vocabulary b) verb tenses (present, past, and present subjunctive), c) writing paragraphs, d) pronunciation, e) Questions/Answers; Produce a newspaper (small groups); Present weather report for a francophone city (Internet research)

Writing a paragraph in the past tense; Responding to questions in present and past; Change verbs to passe compose while tape-recording a paragraph; Complete song lyrics; Conjugation and vocabulary quizzes

Assessment

Reading comprehension -- original sources -- decoding; Understanding the use and position of pronouns in sentences (lui/ leur/ y); Responding to questions using pronouns in response; Recognition and proper use of future tense in writing and speaking; Using the Internet to do research -French sites; Oral communication -- using new vocabulary from Le Ballon Rouge to describe picture/scenes from the film; Recognizing the passe simple in readings

Appreciation of the challenges faced by certain ethnic groups in francophone countries; Comparing and contrasting the values and lifestyles of different cultures; Organizing information found on the Internet into a coherent paper; Using verb tenses appropriately

Understanding the use and position of direct object pronouns in sentences; Responding to questions using direct object pronouns -- written and oral; Public speaking -- assembling the pieces necessary to present a topic orally to classmates and presenting it clearly; Writing good paragraphs

Understanding some of the political conflicts in France during the 19th century and Victor Hugo's personal convictions and beliefs; Reading texts written in the passe simple; Pronunciation; Develop listening skills using taped dialogues; Notetaking -- asking clarifying questions about European Union projects

Describing family celebrations in writing and orally; Proper use of vocabulary and structures; Understanding the use of a) the pronoun ""en"" b) the pluperfect -- formation and use in conditional sentences; Reading comprehension -- Cyrano; Quizzes/ Test -- vocabulary/ verb tenses/ pronouns""

Vocabulary and articles about the European Union; Vocabulary to express one's opinions; Geographical prepositions; Pronouns -- lui/ leur/ y; The future tense; Begin research on European Union project; Read the Red Balloon and see video; Passe simple

Reading -- Les Touaregs; Futur anterieur; Short Story -- La Derniere Classe a) vocabulary, b) author's life, c) history of the period, d) reading the story; Finish the research on the European Union project -- submit paper

Direct object pronouns; Oral presentations of European Union project -- will continue through April; Vocabulary -- problems in our society; Vocabulary -expressing agreement and disagreement; Newspaper articles -- vocabulary and readings; Writing paragraphs from selected list

Subjunctive after conjunctions; More on Victor Hugo's life -- chapter from Les Miserables; Passe simple -- recognition -- replace with passe compose; Tapes dialogues; Vocabulary -- Values, household tasks; Relative pronouns

Vocabulary -- family celebrations; Subjunctive with doubt; Pluperfect tense; Pronoun ""en""; Cyrano de Bergerac a) vocabulary; b) read condensed version c) watch film d) act out scene; Vocabulary -- health -- readings; Demonstrative and possessive pronouns; Final exam prep""

January

February

March

April

May

Quizzes -- verb tenses-- pronouns -vocabulary -- reading comprehension -listening comprehension; Test -- Cyrano -- a) describe characters in writing, b) answer questions about themes, c) write and perform a scene from the book: Listening comprehension -dialogues

Continue oral presentation of European Union project; Test -- open notes about all of European Union presentations; Fill in the blanks listening to dialogues on tape; Test -- Victor Hugo -- Les Miserables -- passe simple -expressing agreement -- relative pronouns

Oral presentation of European Union project ( 60/100 points); Final draft of written project (20/100); Quizzes -vocabulary use and reading comprehension; Paragraph writing

Written project on European union -worth 20/100 points -- first draft; Test -verb tenses, pronouns, geography prepositions, reading selections; Listening comprehension quiz -vocabulary recognition

Writing paragraphs expressing one's opinions on a variety of topics; Written quizzes on future tense and pronouns; Test -- describe scenes from Le Ballon Rouge orally using new vocabulary (see rubric)

Skills Using dictionaries and verb charts effectively; Pronunciation; Writing in the past tense; Recognizing different tenses (present and past) and responding appropriately (review); Describe weather conditions orally and in writing; Compare Acadian culture to other cultures; listening comprehension using dialogs from En voyage and Dans Le Vent

Listening comprehension -- weather report on TV and radio - view and respond to questions about Les Media from video Jeunes Francophones; Reading comprehension; Recognizing and decoding words formed with the same root; Distinguishing the passe compose from the imparfait; An understanding of the basic elements of existentialism according to Sartre; improving communication in speaking French through use of numerous verb and vocab worksheets and paired exercises.

Plan and create an issue oif a newspaper (small group work)Recognizing the passe compose and imperfect tenses when heard in a question -- responding appropriately ; Listening comprehension a) recognizing familiar words and expressions b) using those words to grasp general meaning c) the tapes that accompany the text

Content

Le passe compose (review); Vacation vocabulary; Le present -- irregular verbs (review); Acadien history and culture and conemporary music, documentary film-Acadie/Liberte; Formation of questions in present and past -- responding to questions; Weather vocabulary and radio weather show on cassette; The subjunctive tense -formation and use; St. Exupery's life and works-- focus on Le Petit Prince

Read a chapter from Le Petit Prince and discuss; Introduce the imperfect tense -- formation and use; The past tense with etre; media vocabulary; Literature -Sartre and existentialism et La Nausee -- Negation; Irregular adjectives and word order; Vocabulary -- earning and spending money - Les Media

Vocabulary -- free time activities; Differences between the passe compose and imperfect tenses; Comparative and superlative of adjectives and adverbs; Victor Hugo's life and works and article about Les Miserables; Subjunctive with superlatives and relative pronouns

The Red Balloon--film and short written responses (reinforcement of passe compose and imparfait) Subjunctive with expresions of emotion; Past subjunctive; Interrogative pronouns; Reading newspaper articles; Review for final exam ( written and oral parts) a) practice using appropriate vocab/ tenses/ structures to describe pictures b) written exercises

Month

September

October

November

December

The Williston Northampton School Master Maps , Foreign Language / French 3 Honors (CS) / Grades 10,11,12 (Upper School)

French 3 Honors

Writing paragraphs using present, passe compose, and imperfect; Test -- vocabulary, verb tenses, literature, reading , writing; Final exam -- written and oral (picture descriptions using new vocab and new structures learned this semester;

Form questions in the imperfect and passe compose -- respond to same; Quizzes on vocabulary (sentence completion and creating sentences; Written Test and oral Test; Responding negatively to questions using a variety of verb tenses; Articles and contributions to group process on the newspaper project.

Written Test and Oral Test: a) vocabulary b) verb tenses (present, past, and present subjunctive), c) writing paragraphs, d) pronunciation, e) Questions/ Answers;

Writing a paragraph in the passe compose--events of your summer vacation; Responding to questions in present and past; Describe pictures involving the weather (written and oral; present a travel skit to the class (vocab/ pronunciation and interpretation); fill in the blank for a dialog from Dans Le Vent; Written review of documentary film; Dictation--textx and song lyrics; taped oral quiz--read a paragraph while changing all verbs to passe compose

Assessment

Understanding the use and position of direct object pronouns in Oral presentation of European Union project ( 60/100 points); sentences; Responding to questions using direct object pronouns -- Final draft of written project (20/100); Quizzes -- vocabulary use written and oral; Public speaking -- assembling the pieces necessary and reading comprehension; Paragraph writing to present a topic orally to classmates and presenting it clearly; Writing good paragraphs

Direct object pronouns; Oral presentations of European Union project -- will continue through April; Vocabulary -problems in our society; Vocabulary -- expressing agreement and disagreement; Newspaper articles -vocabulary and readings; Writing paragraphs from selected list

Subjunctive after conjunctions; More on Victor Hugo's life -- chapter from Les Miserables; Passe simple -recognition -- replace with passe compose; Tapes dialogues; Vocabulary -- Values, household tasks; Relative pronouns

March

April

May

Quizzes -- verb tenses-- pronouns -- vocabulary -- reading comprehension -- listening comprehension; Test -- Cyrano -- a) describe characters in writing, b) answer questions about themes, c) write and perform a scene from the book: Listening comprehension -- dialogues

Continue oral presentation of European Union project; Test -open notes about all of European Union presentations; Fill in the blanks listening to dialogues on tape; Test -- Victor Hugo -- Les Miserables -- passe simple -- expressing agreement -- relative pronouns

Written project on European union -- worth 20/100 points -- first draft; Test -- verb tenses, pronouns, geography prepositions, reading selections; Listening comprehension quiz -- vocabulary recognition

Reading -- Les Touaregs; Futur anterieur; Short Story -La Derniere Classe a) vocabulary, b) author's life, c) history of the period, d) reading the story; Finish the research on the European Union project -- submit paper

February

Writing paragraphs expressing one's opinions on a variety of topics; Written quizzes on future tense and pronouns; Develop expertise on two topics related to Cyrano de Bergerac and present to class; Written reactions to film

Reading comprehension -- original sources -- decoding; Working with play script; Understanding the use and position of pronouns in sentences (lui/ leur/ y); Responding to questions using pronouns in response; Recognition of passe simple; Use of plus-que-parfait in combination with passe compose and imparfait;

Theatre--vocabulary, life of Moliere, scene from L'Avare text and film, begin Cyrano de Bergerac Passe simple, plus-que-parfait Geographical prepositions; Pronouns -- lui/ leur/ y; Vocabulary and articles about the European Union; Vocabulary to express one's opinions; Begin research on European Union project

January

Revision of verb tenses -present, passe compose, imparfait, future and conditional; Five senses; Study of argot, French slang(s)

Music styles in francophone world(Rap, slow, pop, Le RaĂŻ); Development of debate skills, including but not limited to Judith BĂ&#x2030;RARD, Celine DION, MC SOLAAR, STOMY BUGSY, Axelle RED; Current events.

Discuss cocial classes and various social issues in France using the French films: Le DĂŽner de cons et le Placard. Discuss American and French perspecives.

Finish study of Le Placard; compare and contrast it and its messages with Le diner de cons, whose director is the same.

Argot:

Musique:

Film:

October

November

December

Content

September

Month

Continue to develop skills from previous months. Assimilation and discussion of culture and language as studied during the semester.

Develop debate skills. Continue to build vocabulary base, using words related to and from the films. Continue to develop existing skills; Use debate skills to effectively argue a point. Develop improvisational speaking skills.

Continue to develop grammar, vocabulary and written and oral communication skills; Discuss with continued ease current events; Develop debate skills, review differences in language styles (formal and informal); Discuss/ understand/ correctly use different levels of language dependent on situation. Write and perform an original song incorporating new vocabulary to the song style.

Become more confident and comfortable with spoken French while solidifying and developing existing grammar base and building vocabulary appropriate to a variety of real-life situations.

Skills

The Williston Northampton School Michalski , Susan / French 4-5 Conversation / Grades 11,12 (Upper School)

French 4-5: Conversation & Themes

Nightly homework; write, memorize, costume and present a scene from an imagined sequel of one of the movies studied. Vocabulary quizzes, written and aural. Film test, with written and aural components.

Nightly homework; Journal writing; Regular writings; "Whose Line is it"/ Taboo games. Skits. Quizzes -- oral, aural and written. Tests, written and aural.

Nightly homework; Journal writing; Regular writings; Write and perform an original song incorporating new vocabulary to the song style. Quizzes -- oral, aural and written. Written and aural test on musique, vocab, grammar and Francophonie.

Nightly written homework; Weekly journal writings (2 times, 20 minutes); Regular writings (2 pages); Ad writing and presentation, style of J. Peterman catalogue; Music critique (written/oral); Vocabulary quizzes -- written -- oral; Grammar quizzes -- written, oral and aural. Written and aural verb test. Skits, improvisational as well as written and memorized.

Assessment

Discuss and critically compare films. Discuss the film's autobiographical and universal themes. Hypothesize and more effectively debate and support an argument in French.

Discuss the 17th century origins of the movie as well as the Disney rendition; examine the shortcomings of each. Discuss the need for a "fairy tale" such as Cocteau's in 1946 France. Acquire vocabulary pertinent to the discussion of the film, of good and evil. Discuss the film as a metaphore for the war, the Occupation, and the Liberation. Learn and recognize a variety of adjectives related to the film's themes and the nouns associated with each.

Choose and discuss important quotation from the film, related to its global themes. Creatively portray and discuss the ideas of "beauty" and "ugliness", particulary as related to adolecents. Learn to read with increased ease, using context to determine the definition of unfamilar words. Increase vocabulary. Begin to read more critically.

Study of Jean Cocteau's post WWII film LA BELLE ET LA BETE.

Finish study of BBETE. Revise the PASSE SIMPLE. Begin study of the short story, Le Silence de la Mer.

March

April

Study and discuss daily life under the German Occupation of France; Imagine life for various constituencies during WW 2 France; Build confidence in spoken French in a variety of situations. Begin to discuss film critically. Develop vocabulary particular to film/film criticism; Visualize and imagine daily life in France and the influence on it by the Occupation. Imagine occupied life in 21st century. Study and use vocabulary particular to war, World War II, the Occupation, and the film, Le Dernier Métro.

Study of film, AU REVOIR LES ENFANTS

Le Intro to World War 2, the German Occupation of France, and Dernier the French Resistance. Study of the film, Le Dernier Métro. Métro: Analytical discussion of media;

February

January

Personal advertisement for the la BETE (the Beast). Write "pyramid" poems experimenting with new vocabulary and various parts of speech for randomly selected people or objects in the film. Written test on the film's vocab, characters, origin, ideas and importance to post WWII France. Radio project: students create and record a radio advertisement with a scene recreated from the film to announce it's "upcoming" 1946 release.

Rewrite and modernize a fairy tale. Written and oral vocabulary and plot quizzes.

Aural and written vocabulary and plot quizzes; modernized skits with film and real-life characters from the time period studied. Oral presentation, "Who has the right to live?": students all assume a range of identities of characters sinking on a boat where one must die. Students present their argument for life. Test on plot, characters, and themes of the movie.

Nightly homework; Journal writing; written and aural vocabulary and plot quizzes. Regular writings; Write, memorize, and perform a monologue through the eyes of a film's character; Essay exam (in class).

Continue study of LE SILENCE DE LA MER (Vercors). Watch firsthand accounts of life in WWII France on L'OEIL DE VICHY, a documentary. Watch selections of the film, Le silence, to examine the stories transformation into film. Discuss WWII and its influence on the French identity, using the various works studied and their dates of production. Time permitting: LE Petit Prince

--Identify the traditional sections of a French-language newspaper --Find and analyze on-line Francophone newspapers --Identify references and allusions and situate texts using general knowledge --Predict the content (form and themes) of readings --Quickly scan a text for specific information --Recognize cognates --Determine if cognates are true or false cognates, and use textual clues to test hypotheses and determine the meaning of false cognates --Use new vocabulary in writing meaningful sentences

LAP Chapter 2: --Identify appropriate motivations for reading assigned texts --Know the meanings of frequently-used prefixes and suffixes --Recognize word families and identify meaning of root words --Infer word meaning by analyzing compound words --Recognize chronological expressions and use them to understand a chronological text --Analyze abbreviations and and symbols used in entertainment listings --Read critical and statistical discussion of audiences and performances LAP chapter 3:

Textbook: LIRE AVEC PLAISIR (LAP)--out of print, chapters to be used are photocopied for students Many supplementary readings, vocabulary lists, and exercises (vocabulary and reading comprehension) Introduction: "To the Student"--explains types of reading strategies (word-, sentence-, and textbased), describes types of activities in the book and gives suggestions on how to prepare assignments in the book Interlude 1: Reading strategy descriptions and exercises: General knowledge, predicting, scanning, cognates, false cognates Vocabulary lists and exercises for false cognates ("faux amis") Chapter 1: Newspapers in France (esp. Le Monde), parts of a newspaper, news articles, headlines, advertisements Supplementary readings: News articles, advertisements (print and bulk mail), various French and Quebecois magazines and newspapers, on-line Francophone newspaper web sites

LAP Interlude 2 and Chapter 2: Vocabulary: Entertainment and the arts, prefixes, suffixes, chronological expressions, compound words, base words with large families Reading strategies: Reading with a purpose, word families, compound words, prefixes and suffixes, chronological expressions, chronological text structure Entertainment listings and advertisements, humorous essay ("Mauvais public" by Jean Tardieu) Supplementary readings: Dance (France) and film (Quebec) criticism, Paris and Montreal entertainment listings

September

October

Interlude 3 and Chapter 3: Vocabulary: travel, statistics, conjunctions and prepositions that determine text direction ("function words") Reading strategies: types of context clues--definition, contrast, category, situational; skimming for the gist; identifying antecedents of pronouns; recognizing changes in text

Skills

Content

Month

Draw the floorplans of the house at the core of the story, based on Vercor's text alone. Prepare a dramatic reading of a passage. Aural and written quizzes on vocabulary and plot. Test on LE SILENCE.

--Vocabulary quiz: Travel and vacation vocabulary from readings --Vocabulary quiz: "function words" --Writing meaningful sentences using the new vocabulary --Song dictation--"reference words" (Francis

--Vocabulary quiz: prefixes and suffixes, compound words and word families --Vocabulary quiz: vocabulary from arts and entertainment texts --Vocabulary quiz: "Mauvais public" --Chapter test on vocabulary from Chapter 2 and reading strategies as applied to unfamiliar arts and entertainment texts

--Vocabulary quiz: newspaper --Oral presentation of a French or Quebecois newspaper or magazine --Vocabulary quiz: cognates and false cognates --Vocabulary quiz: vocabulary from articles --Search and presentation of an on-line Francophone newspaper --Daily reading and written homework discussed in class --Chapter test covering vocabulary and reading strategy skills as applied to unfamiliar texts similar to those studied

Assessment

Read carefully, with attention to detail. Discuss character development and motivation. Hypothesize about and discuss what "occupation" would mean to students today. Discuss the value of various types of protest and strength. Examine the ideas "silence" and "noise".

The Williston Northampton School Stifler , Claire F. / French 4 Honors-5 Readings / Grades 11,12 (Upper School)

French 4 Honors-5 Readings

May

December

November

LAP Interlude 10: Reading strategy--predicting text structure and content from genre (fairy tale0 Chapter 10: Short story--"Le Pagne noir" by Bernard Dadie (if time allows, detective story and/or holidy themed reading)

LAP Interlude 6: Reading strategy--Recognize tone, style, and atmosphere LAP Chapter 6: Selection from LES VACANCES DU PETIT NICOLAS Supplementary readings: First pages of "Candide" by Voltaire, "La deux chevaux de ma soeur" by Fernandel (humorous anecdote from stand-up comic)

SAT II Practice tests

LAP Interlude 5: Reading strategies: Using illustrations and headlines to infer word meaning, using grammar knowledge to infer word meanings, main words, main points Chapter 5: Vocabulary relating to sports and health Sports cartoon, professional sport recruitment, methods of relaxation Supplementary readings: Magazine articles on relaxation techniques; relaxing foods, beverages, and exercises; American football in France, Austrian ski champion, spa vacation, laughter as a cure for physical and psychological ailments

--Read for pleasure --Identify tone, style, atmosphere --Recognize plot developments and character types associated with genre (fairy tale, detective fiction)

--Apply reading strategies appropriately --Identify words quickly --Read quickly --Recognize multiple levels of meaning --Use the visual aspects of a text to anticipate content and structure --Recognize and understand abbreviations used in personal ads --Recognize and enjoy humor --Use illustrations to infer meaning of unfamiliar vocabulary --Analyze sentence grammar to identify and understand unfamiliar words --Outline a long text and read it by sections

(LAP Chapter 3 test)

LAP Interlude 4 and Chapter 4: Vocabulary relating to love, friendships, family, personal description LAP Interlude 4: Reading strategies: Distinguishing among similar words, selecting and applying ("activating") reading strategies to use with a given text, levels of meaning LAP Chapter 4: Personal ads, advice column, magazine love-letter contest instructions, poem "Le Jardin" by Jacques Prevert Supplementary readings: Personal ads, humorous magazine article ("Comment presenter son Jules aux parents"), interview article ("Le coup de foudre: Moi, j'y crois")

--Infer word meanings by using context --Skim for the gist --Identify changes in text direction by recognizing "function words" --Understand pronouns by identifying their antecendents within the text --Recognize cultural stereotypes in travel writing --Identify characteristics of casual, leisure-reading magazine writing style --Evaluate and compare travel options

direction as signalled by "function words" Texts: postal service forwarding instructions, travel advertisements, magazine article on surfing in Biarritz Supplementary readings: LE GUIDE DU ROUTARD sections on American food and touring Boston, other advertisements, airport transfers, resort villages, second homes

--Sentence writing and vocabulary quizzes as for previous lessons --Group drawing to demonstrate comprehension of descriptive text --Class discussion of texts, comprehension as well as appreciation of style and humor --Semester exam: All answers multiple choice, 5-6 pages of vocabulary and 6-7 unfamiliar readings

--Writing meaningful sentences using new vocabulary --Vocabulary quizzes as with previous chapters --Writing a personal ad about yourself --Wordsplash on "Le coup de foudre..." --Song dictation (Edith Piaf, "La Vie en rose") --Informal chapter test for Chapter 4 --Multiple choice reading test for Chapter 5

Cabrel, "Un Samedi soir sur la terre") --Chapter test as for previous lessons (--Internet-based vacation planning project including arts and entertainment choices)

Narrate events in the present tense. Express preferences and tastes with accurate use of articles. Write a letter to a host family, stating preferences, acknowledging the family's generosity, and laying groundwork for a positive experience in the family. Give orders. Apply rules for predicting gender of nouns. Revise and correct compositions: apply knowledge of grammar and refine understanding of topic. Form plurals of nouns. Use object complement and disjunctive pronouns in conjunction with verbs and prepositions. Use prepositions with or without articles to communicate movement to or from a place or location in/at a place. Narrate everyday routines using reflexive verbs. Write personal narrative and reflection. Find appropriate vocabulary in a bilingual dictionary.

Synthesis of skills reviewed in January. Narrate in the past using the passe compose, imparfait, and plusque-parfait to indicate with precision when events occurred and to describe in the past.

Correctly formulate questions using inversion, est-ce que, and a variety of interrogative expressions. Correctly use negative expressions. Use a variety of adjectives and adverbs to describe and compare.

Relate plans and intentions using the future tenses. Communicate about hypothetical situations using conditional tenses and sentences. Use possessive articles and pronouns accurately.

Review of regular and irregular verbs in the present tense and imperative--conjugation and uses of present tense. Futur proche, venir de, and other dependent infinitive structures. Review of direct and indirect object pronouns, y, and en. Review of gender and plural formation of nouns. Disjunctive pronouns. Articles--definite, indefinite, partitive; omission and negation; prepositions with geographical nouns. Reflexive and reciprocal verbs in the present tense.

Review of first two chapters of textbook. Formation and uses of the passe compose, imparfait, and plus-que parfait. Vocabulary--various verbs translated as "leave"

Formation of questions. Negative constructions. Interrogative adjective quel and pronoun lequel. Adjectives and adverbs--forms, position, comparison.

Review of Chapter 6 in textbook. Formation and use of futur simple, futur anterieur, conditionnel, and conditionnel passe. Possessive articles and pronouns.

January

February

March

April

Homework, class oral and written work, grammar quizzes, and journal continue as in January. Composition about future plans. Composition--dialogue with parent about bad grades (=conditional sentences, negationa, and past tenses) Test on future and conditional tenses.

Homework, class oral work, quizzes, and journal as in January. Composition comparing two important people.

Homework, class oral work, grammar quizzes, and journal as in January. Review test on first two chapters of textbook. Quizzes on conjugation of past tenses. Test on use of past tenses. Composition recounting the plot of a film or TV show (=passe compose) Composition recounting a year when a traditional holiday or other event was different (=passe compose + imparfait + plus-que-parfait; topic from Cathleen Robinson)

Composition: --Day 1 guided composition (personal information) --Composition using verbs in the present tense to recount a situation/story --Composition telling what a person you admire DOES (=verbs in present tense) that you admire --Composition--letter to host family expressing food preferences --Composition in which daily routine (=reflexive verbs) takes a nightmarish turn --4 ten-minute journal entries per week

Grammar: --Daily homework assignments collected and corrected by teacher. --In-class oral and written grammar drills and discussion --Quizzes on discrete grammar points and units --Composition instructions require of structures studied. --Dictation & fill-ins--texts, popular songs, poems

Formation and use of the present and past subjunctive. Vocabulary--conjunctions and prepositions. Demonstrative articles and pronouns. Relative pronouns. The verb devoir.

Express desires, opinions, emotions, necessity using the subjunctive tenses. Use subordinating conjunctions, prepositions, and relative pronouns to create accurate complex sentences. Use the tenses of devoir accurately to communicate obligations (practical and moral), regrets, debt, and speculation.

Skills Analyze nouns for gender and number, apply rules governing gender and number of nouns. ~ Select the appropriate article for a given communicative task. ~ Master patterns of verb conjugation in the present tense and imperative mood. ~ Demonstrate understanding of the passive construction and its equivalents in the present tense. ~ Refine pronunciation in oral reading of poems. ~ Use dictionary to expand understanding of vocabulary used in poems. ~ Demonstrate understanding of poems by movement and/or drawing. ~ Recognize themes, images, metaphors, and other poetic devices. ~ Identify historical, artistic, and social referents in Prevert's poetry. ~

--Apply knowledge of formation and meaning of past tenses to narrate the past accurately in speaking and writing. ~ -Present a poem--oral reading, vocabulary, analysis, discussion-- to the class. ~ --Demonstrate knowledge of life and work of Jacques P

Content

Grammar: Review of nouns, articles, verbs in present tense, imperative, passive in present tense. ~ Readings/vocabulary/listening comprehension/culture: Biography, printed text and Internet, and poems of Jacques Prevert in print and on CD and cassette. ~ Commonly used conjunctions and other transition devices--vocabulary study and use in composition.

Grammar: Past tenses--passe compose, passe simple, imparfait, plusque-parfait. ~ Poems of Jacques Prevert and play based on the life and poetry of Prevert. ~ The French educational system: overview of organization and philosophy of the system, the baccalaureat and other competitive examinations, through readings, documentary film (L'ECOLE EN FRANCE), excerpts of feature film (LE PLUS BEAU METIER DU MONDE), taped interviews (LES ORLEANAIS ONT LA PAROLE). ~ Vocabulary (and concepts) relating to the French educational system. ~ ~ Essential questions: ~ --What are the past tenses in French? ~ --How are they formed? ~ --How does one select the appropriate past tense for a given communicative task? ~ --How can four actors present forty

September

October

Quizzes and chapter test (Chapter 2 in UFT) on grammar. ~ Oral presentation of a Prevert poem. ~ Attendance at and discussion of play based on life and poems of Prevert. ~ Written critique of play. ~ Written and oral comprehension questions on readings, tapes, and films about the French educational system. ~

Quizzes and chapter test on grammar (Chapter 1 in UFT). ~ Quizzes on vocabulary used in poems studied. ~ In-class analysis of poems. ~ Written portrait (draft and corrected version) of another student based on interview on first day. ~

Assessment

Homework, class oral and written work, grammar quizzes, and journal continue as in January. Test on subjunctive. Test on relative pronouns. Composition on parent/child expectations (=subjunctive). Picture composition/guided translation--two of these, requiring use of all verb tenses and pronouns studied. Final exam including sections assessing mastery of discrete grammar points, translation, and picture composition requiring use of all structures studied during the semester.

Month

The Williston Northampton School Michalski , Susan / AP French Language / Grades 11,12 (Upper School)

AP French

May

Use future and conditional tenses and all tenses of the verb devoir accurately for a variety of communicative tasks. ~ Speak clearly and concisely to present information to the class. ~ Gather information by reading journalistic texts. ~ Distinguish between fact and opinion in journalistic texts. ~ Demonstrate understanding of the French educational system's organization in theory and practice. ~ Identify narrative devices--movement (spatial and temporal), direct and indirect discourse, internal monologue--in literary prose. ~ Use new vocabulary in own prose. ~

Construct passive sentences and their equivalents in all the tenses studied. ~ Synthesize knowledge of French verb system and apply to select and form tenses accurately. ~ Imitate tone and content of a literary text. ~ Use accurate pronunciation and intonation in oral reading and in speech. ~ Demonstrate comprehension of a journalistic text on the topic of education by answering oral questions. ~ Demonstrate comprehension of questions about personal experience. ~ Describe and discuss personal experiences in the present, past, and future in response to oral questions.

Form and use the French subjunctive tenses accurately. ~ Use and improve listening comprehension skills to follow plot of the film. ~ Summarize and analyze episodes in the film. ~ Apply knowledge of French schools to identify and explain events in the film. ~ Organize and compose a critical essay

Grammar: Future and conditional tenses, conditional sentences, the verb devoir in all tenses studied. ~ Continued study of essential questions relating to the French educational system from October. ~ New texts: French newspaper articles on education, short story Le Proverbe" by Marcel Ayme French proverbs "Le lievre et la tortue" of La Fontaine (text and recording). ~ ~ Essential questions: ~ --What are the future and conditional tenses in French and how are they formed? ~ --What combinations of tenses express intentions hypothetical actions and reproach or regret? ~ --How does newspaper coverage of examinations demonstrate the significance of these aspects of the French educational system? ~ --What opportunities are available to students who choose a specific baccalaureat and perform well on it? ~ --How do reality and principles diverge when students enter university in France? ~ --Why are there student (trade) unions in France and what is their nature and function? ~ --What concepts of gender roles and lines of power underlie traditional middle-class French family structure? ~ --What were the norms for teacher-student and student-student interactions in a traditional French elementary school? ~ --What universal patterns of parent-child interactions appear in the story "Le Proverbe"? ~ --How do French proverbs express cultural values and assumptions? ~ "

Grammar: Passive voice in all tenses. Review for semester exam. ~ Le Proverbe" by Marcel Ayme. ~ "

Grammar: Prepositions and CONJUNCTIONS. The subjunctive--present and past, uses, how to avoid. ~ More excerpts from feature film, LE PLUS BEAU METIER DU MONDE, to review first semester vocabulary and cultural study. ~ Vocabulary for film in general and for this film. ~ Detailed study of feature film L'ARGENT DE POCHE of Truffaut (film

November

December

January

poems of Prevert and his life and times onstage in 90 minutes? ~ --How can staged presentation of a poet's life and work expand understanding of the texts? ~ --How is the French educational system organized? ~ -What assumptions and beliefs about learning, child development, family, socio-economic status and mobility, appropriate public behavior, and authority underly the French educational system? ~ --How do principles and reality interact within the system? i.e., to what extent does the system promote or contradict societal values (liberte, egalite, fraternite)? ~ --What is the baccalaureat and what role does it play in shaping the academic and professional life of French people?

Quizzes (Chapters 11 and 4 in UFT) and chapter test (Chapter 4 in UFT) on conjunctions and subjunctive. ~ Composition about another student's vacation based on interview in class. ~ Sentence-writing using vocabulary from L'ARGENT DE POCHE. ~ Essay on the notion of

Write and correct a parental tirade based on the one in Le Proverbe". ~ Oral examination. ~ Comprehensive semester examination including grammar vocabulary cultural and literary concepts. ~ "

Quizzes and test on grammar (Chapter 3 in UFT). ~ Sentence-writing, crossword puzzle, and quizzes on vocabulary. ~ Oral presentation of an individual student featured in Toulouse newspaper. ~ Comprehensive test on the French educational system--vocabulary, types of institutions and examinations, organization. ~ ~

using detailed references to previous study.

Use pronouns accurately to improve flow and concision of written and spoken language. ~ Apply knowledge of French in a standardized testing situation. ~ Acquire and demonstrate understanding of vocabulary and concepts relative to francophone cultures. ~ Identify recurrent themes among works from different countries and genres. ~ Prepare and conduct a short debate on a pedagogical/social issue. ~ Expand and demonstrate listening comprehension of French spoken with a variety of regional accents. ~ Demonstrate an awareness of issues arising from the colonial experience.

Formulate grammatically correct sentences. ~ Apply reading and listening comprehension skills to varied sources, including practice and actual AP exam questions. ~

Select appropriate rejoinder to spoken comment. ~ Demonstrate understanding of complex dialogue by selecting correct answer to spoken questions. ~ Describe and answer

shown with subtitles COVERED). (Normally this is accompanied by the chapter on French notions of childhood from LES FRANCAIS by Laurence Wylie.) ~ Clip from film of L'AVARE with Louis de Funes. ~ ~ Essential questions: ~ What is a verb mood? ~ What do the indicative, imperative, conditional, and subjunctive moods express in French? ~ How are the present and past subjunctive formed and used in French? ~ When can another structure replace a subjunctive construction? ~ What aspects of L'ARGENT DE POCHE confirm our understanding of French schools and families? ~ What aspects of the film reflect universal childhood experiences? ~

Grammar: Pronouns: direct and indirect object, disjunctive, demonstrative, possessive, and relative pronouns. Possessive and demonstrative articles. ~ Francophone Africa and Antilles: Maps, demographic information. ~ Selections from Laye Camara (HauteGuinee), L'ENFANT NOIR; Guy Tyrolien, Priere d'un petit enfant negre" (Guadeloupe--entire poem); Pierre Samy L'ODYSSEE DE MONGOU (Centrafrique); Bernard Dadie CLIMBIE (Cote d'Ivoire). ~ Documentary film MA JOURNEE EN FRANCAIS--portraits of six francophone children-Senegal Corsica Lebanon Benin Reunion and Martinique. ~ Extracts from feature film LA RUE CASES-NEGRES (Martinique). ~ National French Contest (review 2001 and take 2002 exam). ~ ~ Essential questions: ~ --What do the various object pronouns replace? ~ --What is the correct placement and order of object pronouns in various types of sentences? ~ --How is possession expressed in French? ~ --What is the antecedent of a pronoun? ~ --What are the differences among the various demonstrative pronouns? ~ --What do the various relative pronouns replace? ~ --How are relative clauses constructed and placed in a sentence? ~ --In what countries is French an official language? ~ -What are the demographic and socio-economic characteristics of a wide range of francophone countries? ~ --What are some of the characteristics of the processes of colonialization assimilation deculturation and decolonialization as expressed in the works studied? ~ --What are some of the characteristics of contemporary daily life in former French colonies? ~ --What cultural influences--e.g. Europe Islam tribal traditions and religions--are reflected in the readings? ~ --What roles has the French language played in former colonies?"

(Study of francophone cultures and literature completed in first week of March.) ~ Interrogative pronouns and expressions and question syntax. ~ Article on Franco-American family reunion, video on Montreal teenagers, taped interview on commuting from Orleans to Paris with role-play spinoff. ~ AP exam preparation: Reading comprehension, freeresponse grammar sections, listening comprehension.

Grammar: Negations. Infinitive, present participle and gerund, indirect discourse. ~ Reading, listening comprehension (rejoinders and dialogues), and speaking practice sections from AP guide. ~ AP exam

February

March

April

Grammar quizzes and chapter tests (Chapters 8, 9, and 12 in UFT). ~ In class speaking practice. ~ Taped speaking practice. ~ In-class listening comprehension

Grammar quizzes and chapter test (Chapter 7 in UFT). ~ In-class role play, interviews, listening comprehension practice.

Quizzes and chapter tests on grammar (Chapters 5,6,8 in UFT). ~ Analyze an image of field work in the French Antilles. ~ Sentence-writing and quizzes on vocabulary from readings. ~ Discussion of stories and themes from readings and films. ~ Comprehensive test on study of francophone cultures and literature (March 8). ~ ~

equality in the French educational system.

May

questions about a series of pictures. ~ Use tape recorders with ease. ~ Select the best multiple choice answers to reading comprehension questions. ~ Compose a wellorganized, stylistically and grammatically complex and accurate essay in 40 minutes. ~ Find and relate information from Internet sources.

AP exam-related skills as in April. ~ Apply study of francophone cultures and literature to study of INDOCHINE.

essay topics--organizational and composition strategies. ~ The 2002 Presidential election in France--reading, statistical analysis, Internet research. ~ Pronunciation work--onomatopoeia examples. ~ Short story, Pauvre Henriette" by Andre Maurois"

Grammar: verbal structures as in April, review of prepositions, adjectives and adverbs. ~ Continue AP exam-related content and essential questions as in April. ~ Feature film INDOCHINE by Regis Wargnier-brief geographical and historical introduction.

Grammar: Quizzes and chapter tests (Chapters 12 and 10 in UFT). ~ (AP Exam in French Language on May 9.) ~ Written responses and in-class discussion of INDOCHINE. ~ Final exam including oral questions, freeresponse verb and other grammar sections as on AP exam, and essay on INDOCHINE.

practice. ~ Reading comprehension practice in AP guide. ~ Brainstorm one and write 3 practice AP essays. ~ Class oral presentation and discussion about presidential candidates. ~ Read and discuss short story using a variety of grammatical structures accurately.

2004 LATIN CURRICULUM MAPS

Latin 7

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Use personal verb endings in conversation and composition. Discuss the myth of Daedalus and Icarus and the legend of Brutus in relation to patria potestas. Quizzes: Choose the correct verb form to complete a given sentence. Chapter 8 vocabulary quiz.

Identify person and number of Latin verbs. Use personal verb endings to describe the actions of textbook characters, classmates, and others. Use forms of sum, esse to describe moods and personality types of textbook characters, mythological and legendary characters, classmates, and others. Compare and contrast the rights and responsibilities of a Roman father with those of contemporary fathers.

Identify nouns and adjectives in the ablative case. List prepositions which take the ablative case and prepositions which take the accusative case. Conjugate verbs of all four conjugations in the present tense. Identify and produce present active imperative forms of verbs of all four conjugations. Greet classmates and carry on short conversations in Latin. Name and describe the twelve major Greek and Roman gods and goddesses. Identify minor gods and goddesses of Greek mythology: Helios, Eos, Selene, Pan.

Recognize and accurately translate 1st, 2nd, and 3rd declension nouns in the genitive case. Use the genitive singular of a noun to determine the declension and base of the noun. Use W.I.B.A. (with, in, by, at) to translate nouns in the ablative case without prepositions. Describe how each of the six major noun cases is used. With prompting from teacher, produce accurate noun forms in all cases singular and plural. Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages.

ECCE ROMANI CHAPTER 8 Grammar: first, second, and third person verb endings (present tense); conjugation of sum, esse in present tense; vocative case Culture: patria potestas and the paterfamilias; myth of Daedalus and Icarus; legend of Brutus

ECCE ROMANI CHAPTERS 9 & 10 Grammar: ablative case of first, second, and third declension nouns; prepositions with accusative and ablative cases; verb conjugations; imperative mood Conversation: greetings (review), giving commands (positive and negative) Culture: Greek and Roman names of Olympian gods and goddesses; characteristics and domains of Olympian gods and goddesses; myths of minor gods and goddesses (as found in D'Aulaires' Book of Greek Myths); treatment of slaves; earning freedom from slavery; temple of Apollo at Cumae; function of Sibyl of Cumae

ECCE ROMANI CHAPTERS 11 & 12 Grammar: genitive case used to show possession; genitive case translated with of"; ablative case without a preposition translated with "with in by or at"; consolidation of case usage and noun endings for 1st 2nd and 3rd declensions. Conversation: Latin names of various animals; use of genitive case in short conversations to show possession

December

January

February

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Translate passages of Latin into English. Use animal names and the genitive case in simple conversations. Demonstrate basic comprehension of Forum Romanum video on the founding of Rome (Natalis Urbis"). Projects: mini-project in which students create a Roman family and indicate relationships between family members using

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Describe (in conversation and composition) relationships between objects using prepositions. Compare and contrast Greek and Roman deities with modern and contemporary personalities. Compare and contrast the institution of Roman slavery with that in other countries. Give and respond to commands in Latin. Projects: Create a short book which illustrates knowledge of several different prepositions. Choose from various project opportunities involving slavery and mythology. Show basic comprehension of Forum Romanum video on Cumae and the Sibyl (Aedes Apollinis"). Quizzes and Tests: Vocabulary quizzes on Chapters 9 and 10. Use the correct form of a noun to complete prepositional phrases. Comprehensive test on Chapters 8-10."

Identify gender of Latin nouns and adjectives. Write the appropriate form of a Latin adjective to agree with a given noun. Accurately translate a passage of previously read Latin into English. Test: Comprehensive test on Ecce Romani Chapters 5-7.

Culture: Trojan War; Aeneas' mission; slavery; Roman housing (concentrating on the villa rustica)

April

March

ECCE ROMANI CHAPTERS 14 & 15 Grammar: conjugation of regular verbs in the imperfect tense; conjugation of esse" and its compounds in the imperfect tense; review of verb endings and personal pronouns; review of 1st 2nd and 3rd declension noun endings; review of case usage; 2nd and 3rd declension neuter noun endings; "Law of Neuters" (nominative = accusative nominative plural ends in "-a") Conversation: Latin numbers 1-100 Culture: kings of Rome: names legends major accomplishments; modes of transport in ancient Rome"

Analyze chapter story to predict new grammar that will be presented. Identify the tense of a given verb. Recognize imperfect tense markers -ba-" and "-era-." Translate from Latin to English. Convert imperfect tense verbs into present tense."

ECCE ROMANI CHAPTER 13 Grammar: imperfect tense markers -ba-" and "-era-"; review of personal endings for verbs; review of noun declensions Culture: myth of Orpheus and Eurydice as told in D'Aulaires' Book of Greek Myths

teacher, produce accurate noun forms in all cases singular and plural. Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Translate passages of Latin into English. Use animal names and the genitive case in simple conversations. Demonstrate basic comprehension of Forum Romanum video on the founding of Rome (Natalis Urbis"). Projects: mini-project in which students create a Roman family and indicate relationships between family members using names in the genitive case; choice of projects involving mythology Quizzes: Chapter 11 vocabulary; Chapter 12 vocabulary; usage and forms of genitive case Test: comprehensive test on Chapters 11-12"

for 1st 2nd and 3rd declensions. Conversation: Latin names of various animals; use of genitive case in short conversations to show possession Culture: stories of Rome's founding: Aeneas Romulus and Remus"

Quizzes: Vocabulary quizzes on Chapters 14 & 15. Conjugate one verb from each conjugation (and one irregular verb) in the imperfect tense. Comprehensive test on Chapters 13 & 14. Write out all 1st, 2nd, and 3rd declension noun endings.

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Play verb hopscotch" to conjugate verbs in the imperfect and present tenses. Play concentration to match present tense verbs with their imperfect counterparts. Use Latin numbers in short conversations and in discussing and reviewing the Chapter 15 story.

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Translate passages of Latin into English. Use present and imperfect tense verbs at appropriate times. Projects: Write a poem using the myth of Orpheus and Eurydice as inspiration. Quizzes: Chapter 13 vocabulary quiz

founding of Rome (Natalis Urbis"). Projects: mini-project in which students create a Roman family and indicate relationships between family members using names in the genitive case; choice of projects involving mythology Quizzes: Chapter 11 vocabulary; Chapter 12 vocabulary; usage and forms of genitive case Test: comprehensive test on Chapters 11-12"

ECCE ROMANI CHAPTERS 16 & 17 Grammar: review of 1st, 2nd, and 3rd declension noun endings; agreement of 1st, 2nd, and 3rd declension nouns with 1st/2nd declension adjectives; review of verb endings; review of imperfect tense marker -ba-"; conjugation of irregular verbs "velle nolle ire and ferre" in present and imperfect tenses Culture: city of Pompeii; eruption of Mt. Vesuvius; Pliny the Elder and Pliny the Younger"

Skills Use both new and old vocabulary to summarize passages of Latin in Latin. Give the appropriate form of a 3rd declension adjective to modify a given 1st, 2nd, or 3rd declension noun. Decline noun/adjective pairs using nouns and adjectives of the 1st, 2nd, and 3rd declensions. Write sentences using noun/adjective pairs of the 1st, 2nd, and 3rd declensions in agreement. Recognize and discuss the qualities and characteristics of Roman heroes.

Content

ECCE ROMANI CHAPTER 18: Grammar: Introduce perfect tense, introduce third declension adjectives, practice agreement of adjectives/nouns Mythology: Theseus Culture: Legendary heroes of early Rome Derviatives: Chapter 18 vocabulary, suffixes tudo, -tas, -ilis, -alis, -arius

September

Identify the case, gender, and number of noun/adjective phrases. Use knowledge of case endings to determine which nouns and adjectives in a given sentence are in agreement. Produce the correct form of a 1st/2nd declension adjective to agree with a given noun. Compose Latin sentences which use nouns and adjectives in agreement. Conjugate "velle," "nolle," "ire," and "ferre" in present and imperfect tenses."

Month

The Williston Northampton School Dunn , Jenna / Latin 8 / Grade 8 (Middle School)

Latin 8

May

Quizzes: Chapter 18 vocabulary quiz. Noun/adjective agreement quiz: give the appropriate form of a 3rd declension adjective to modify a given 1st, 2nd, or 3rd declension noun. Projects: Create a poster which represents one of the Roman heroes discussed in class. Illustrate at least one scene from the hero's life. Write a summary of the hero's accomplishments (at least 10 sentences) in Latin.

Daily Activities: Use new Latin vocabulary words in complete sentences. Respond to questions in Latin about Latin passages. Translate passages of Latin into English. Use noun/adjective pairs in agreement.

Assessment

Daily Activities: Use new vocabulary words in sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Teams compete daily in noun/adjective races in which they must decline a noun/adjective pair on the board. Play "verb hopscotch" to conjugate irregular verbs in present and imperfect tenses. Use appropriate forms of adjectives to modify nouns in given sentences. Projects: As a class create a video in Latin which incorporates grammar and events from the textbook. Quizzes: Vocabulary quizzes on Chapters 16 and 17. After identifying the case gender and number of a given noun in a sentence write out the correct form of a 1st/2nd declension adjective to modify that noun. Test: Comprehensive test on Ecce Romani Chapters 15-17.

Recognize 3rd singular and plural perfect tense endings, recognize perfect tense stems and examples of the dative case. Demonstrate an underdstanding of Roman travel.

Recognize perfect stems. Recognize and accurately translate verbs in the perfect tense. Given the first principal part of a regular 1st and 4th conjugation verb, produce all other principal parts. Conjugate verbs in the perfect tense. Use perfect tense verbs in composition and structured conversation. Write a synopsis of a given verb in the present,imperfect, and perfect tenses; recognize appropriate endings to put on verbs.

Recongize present, imperfect, and perfect stems. Demonstrate understanding of principal parts of verbs using new vocabulary words. Find major Greek cities on a map in relationship to today's world. Develop listening skills for lessons in Latin.

ECCE ROMANI CHAPTER 19: Grammar: Explain perfect tense (3rd person sing. and pl.). Introduce dative case Mythology: Theseus (cont.) Culture/History: Graffiti in ancient Rome,Roman travel Derviatives: Chapter 19 vocabulary

ECCE ROMANI CHAPTER 20: Grammar: Irregular verb eo, all forms of the perfect tense, subordinate clauses with the conjunction dum, consolidate use of infinitives, introduce principal parts of verbs Mythology: Jason and the Argonauts Culture/History: Roman hospitality, Early Republic Derivatives:Chapter 20 vocabulary

ECCE ROMANI CHAPTER 21: Grammar: Reinforcement of perfect tense, clarify difference between imperfect and perfect tense meaning, continue introducing dative case Mythology: Perseus Culture/History: Greek world (map), life in an inn Derivatives: Chapter 21 vocabulary

ECCE ROMANI CHAPTER 21: Grammar: Reinforcement of perfect tense, clarify difference between imperfect and perfect tense meaning, continue introducing dative case Mythology: Heracles Culture/History: Greek world (map), life in an inn Derivatives: Chapter 21 vocabulary

October

November

December

January

Daily Activities: Translating from English to Latin and Latin to English. Finding examples of present, imperfect, perfect tense, and infinitives in seen passages. Answer questions in Latin about passages in Latin. Listening activities in Latin about seen passages and future translations. Quizzes: Chapter 21 vocabulary quiz I: pages 173-174; Chapter 21 vocabulary quiz II: page 177; Chapter 21 vocabulary quiz page 180.

Daily Activities: Translating from English to Latin and Latin to English. Finding examples of present, imperfect, perfect tense, and infinitives in seen passages. Answer questions in Latin about passages in Latin. Listening activities in Latin about seen passages and future translations. Project: Write a play about Perseus and produce it for presentation to the middle school. Quizzes: Chapter 21 vocabulary quiz I: pages 173-174; Chapter 21 vocabulary quiz II: page 177; Chapter 21 vocabulary quiz page 180.

Daily Activities: Use new vocabulary and grammar in structured composition. Participate in conjugation relays for perfect tense verbs. Respond in Latin to passages in Latin. Translate from Latin to English and English to Latin. Assessment: Test on Chapter 20: forming the perfect tense and Unit exam on 18-20

Daily Activities: Using stem clues determine correct perfect tense forms. infinitives, and meaning using old/new vocabulary; Find examples of perfect tense in seen passages; Translate from English to Latin and Latin to English. Answer questions about latin passages in Latin; complete crossword puzzle using vocabulary from Theseus story Quizzes: Chapter 19 vocabulary quiz, Chapter 19 grammar quiz: fill in correct fomr of present, imperfect, and perfect tense using clues.

Recognize and translate nouns, pronouns, and adjectives in the dative case. Use nouns, pronouns, and adjectives in the dative case in structured conversation. Identify indirect objects in Latin and in English. Discuss positive and negative aspects of Roman imperialism. Discern between 1st, 2nd, 3rd, and 4th conjugation verbs (review). Recognize tense markers for future tense in verbs of all conjugations. Use future tense verbs in composition and in oral response to questions in Latin. Explain why aqueducts were critical in building and maintaining the Roman empire.

Determine formulae by which Latin verbs in the pluperfect and future perfect tenses can be constructed. Accurately identify, conjugate, and translate verbs in the pluperfect and future perfect tenses. Recognize circumstances under which a verb in the future perfect tense may be translated as a present tense verb. Articulate arguments for and against Romanization.

Locate similarities and differences between Carthaginian and Roman cultures. Determine reasons which can cause cultures to go to war (in relation to the Punic Wars). Recognize words that can signal a partitive genitive (satis, nihil, etc.). Recite 4th and 5th declension noun endings from memory. Recite all forms of hic" and "ille" from memory.

ECCE ROMANI CHAPTERS 22-23: Grammar: dative case; indirect objects; distinguishing between the date and ablative when the ending is identical; future tense verbs of all conjugations Mythology:Iliad Culture/History: Roman conquest of Gaul, life as a Roman legionary; tombstones and memorial inscriptions, constructiona and function of aqueducts in the Roman provinces Derivatives: Chapter 22, 23 vocabulary, fourth principal parts as English words

ECCE ROMANI CHAPTER 24: Grammar: Findings the perfect stem of verbs (review); formation and translation of future perfect tense; use of the pluperfect tense in combination with another tense verb; use of the future perfect tense in combination with another verb in the future tense Mythology: Iliad (cont.) Culture/History: Provincial system (focus on North Africa); Hannibal, Scipio, and Punic Wars; pros and cons of Romanization (Frontier life) Derivatives: Chapter 24 vocabulary

ECCE ROMANI CHAPTERS 25-26: Grammar: Review of six tenses of the Latin verb; review of forms and usage of the dative case; nouns of the fourth and fifth declensions; forms and usage of demonstratives "hic" and "ille" Mythology: Aeneid Culture/History: Phoenician culture; foundation of Carthage; myth of Dido and Aeneas and its relation to the Punic Wars; causes of the Punic Wars; chronology of the Punic Wars; character of Hannibal and Scipio; major buildings of ancient Rome (Circus Maximus, Curia, Domus Aurea, Colosseum, etc..) influence of Greek culture on Romans

February

March

April

Daily Activities: Contribute to class review of material on nouns and verbs. Daily Activities: Respond to questions in Latin about passages of Latin. Participate in class activities and drills on Latin grammar. Participate in class discussions on relevant aspects of Roman culture. Quizzes: Chapter 25 vocabulary quiz; Chapter 25 grammar quiz: 4th and 5th declension noun endings; Chapter 25 culture/history quiz: Roman Forum; Chapter 26 vocabulary quiz; Chapter 26 grammar quiz: hic and ille; Chapter 26 grammar quiz: use of hic and ille

Daily Activities: Use new Latin vocabulary words in complete sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Produce correct forms of verbs in the pluperfect and future perfect tenses. Quizzes: Quiz on grammar and reading from Ecce Romani Chapter 24.

Chapter 22:Daily Activities: ~ Use new Latin vocabulary words in complete sentences. Respond to questions in Latin about Latin passages. Translate passages of Latin into English. Use nouns and pronouns in the dative case as indirect objects. Using the future tense of all four conjugations, express plans for the future in Latin. ~ Projects: ~ Create a tombstone in Latin. Choice Projects: students have several projects from which to choose, such as researching and building a model of a Roman aqueduct, constructing a diorama of Rome which includes the seven hills, or constructing a diorama of a Roman camp (due midOctober) ~ Quizzes: ~ Give dative case endings for nouns and adjectives to complete Latin sentences. Decline one noun of each from the first, second, and third declensions. Chapter 23:Daily Activities: ~ Use new Latin vocabulary words in complete sentences. Formulate and respond to questions in Latin about Latin passages. Use Latin to paraphrase passages of Latin. Translate passages of Latin into English. Identify the person, number, and tense of Latin verbs. Identify the case, gender, number, and declension of Latin nouns. Quizzes: ~ Conjugate verbs in the future tense. Quiz on vocabulary and translation from Ecce Romani Chapter 23. ~

ECCE ROMANI CHAPTER 27: Grammar: Introduce special intransitive verbs with dative case; personal and reflexive pronouns and possessive adjectives, prefixes and compound verbs Mythology: Aeneid (cont.) Culture/History: Mosaics, inscriptions, Circus Maximus (detailed) Derivatives: Prefixes: de, ex, re, trans, con, ad, Chapter 27 vocabulary

Use personal prononuns correctly. Deomnstrate an understanding reflexive pronouns and possessive adjectives. Recall from memory all personal pronoun, reflexive pronouns, possessive adjective forms. Demonstrate an understandings of the difference between suus and eius and eorum. Show an understanding of the history of mosiacs and their use in Roman society.

Skills Read individual words and passages of Latin with attention to vowel length. Read and comprehend passages of Latin. Respond in Latin to questions using interrogative pronouns (Quis? Quid?) and the enclitic -ne. Accurately identify and describe articles of Roman clothing. Formulate ideas about why the Romans dressed as they did. Identify English words that are derived from Latin roots.

Recognize and accurately translate infinitives of regular verbs. Recognize verbs that can signal complementary infinitives (vult, timet, potest, parat). Use infinitives in composing sentences and in responding to oral questions

Content

ECCE ROMANI CHAPTERS 1-5 Grammar: parts of speech (nouns, verbs, adjectives); singular and plural verbs in Latin; parts of a sentence in Latin (subject, linking verb, transitive verb, intransitive verb, complement, direct object); singular and plural nouns in Latin; enclitic -ne Culture: ancient writing utensils; Roman clothing

ECCE ROMANI CHAPTERS 6-7 Grammar: recognition and translation of present tense infinitives; gender of

September

October

Daily Activities: Participate in oral drills on current grammar and vocabulary. Answer questions about reading

Daily Activities: Participate in oral drills on current grammar and vocabulary. Answer questions about reading passages in Latin. Translate passages of Latin into English. Projects: Create a personal family tree using Latin family terms. Quizzes: quiz on agreement of subjects and verbs; quiz on vocabulary from Chapters 1 and 2; quiz on vocabulary from Chapter 3 Comprehensive test, chapters 1-5

Assessment

Daily Activities: Watch sections of Chariot racing movie. Translate from Latin to English and English to Latin. Answer questions in Latin about passages in Latin. Complete worksheets on personal pronouns, reflexive pronouns, and possessive adjectives. Projects: In groups, complete a mosaic using real tiles, grout, etc... Quizzes: Chapter 27 vocabulary quiz; Chapter 27 grammar quiz: forms of personal pronouns; Chapter 27 grammar quiz: use of personal pronouns, possessive adjectives, and reflexive pronouns.

Month

The Williston Northampton School Master Maps , Foreign Language / Latin 1 (FT) / Grades 9,10,11 (Upper School)

Latin 1

May

in Latin. Determine the gender of a noun by examining its ending and/or the ending of the adjective which modifies it. Determine the declension, case, number, and gender of a given noun in the context of a sentence or story. Locate sources of information about Roman culture in order to make brief presentations to class.

Recognize the person and number of a verb by examining its ending. Use the correct personal endings on verbs in composing sentences in Latin. Analyze prepositional phrases met in the textbook to determine which prepositions take the accusative case and which take the ablative case. Determine the conjugation of a verb based on its 1st person singular and infinitive forms. Conjugate regular verbs in the present tense indicative and imperative moods. Determine similarities and differences between contemporary American and ancient Roman family structure, specifically focussing on the role of the father.

Recognize and accurately translate nouns in the genitive case. Use genitive singular forms in composition of Latin sentences and in structured conversation. Given the nominative form of a noun, produce its genitive singular form. Given the nominative and genitive singular forms of a noun, determine its declension. Given a Roman man's name, determine what he would be likely to name his children (both male and female). Separate the two apparently conflicting myths about the founding of Rome.

nouns (masculine and feminine); nominative and accusative case (1st, 2nd, and 3rd declension) Culture: Trojan War; Aeneas' escape from Troy and journey to Italy; ancient slave markets; contents of Roman villa

ECCE ROMANI CHAPTERS 8-10 Grammar: personal endings of verbs (present tense); conjugation of esse (present tense); vocative case; ablative case (1st, 2nd, and 3rd declensions); prepositional phrases with accusative and ablative; separation of verbs into conjugations; imperative mood Culture: patria potestas; legend of Brutus; myth of Daedalus and Icarus; twelve Olympian gods and goddesses (Greek and Roman names)

ECCE ROMANI CHAPTER 11-12 Grammar: genitive case Culture: Roman names; Aeneas' founding of Lavinium; myth of Romulus and Remus

November

December

Daily Activities: Participate in oral drills on current grammar and vocabulary. Answer questions about reading passages in Latin. Translate passages of Latin into English. Participate in discussions about Roman culture. Quizzes: Chapter 11 vocabulary Tests: Comprehensive test, chapters 10-12 Semester Exam covers all material through Ecce Romani Chapter 12.

Daily Activities: Participate in oral drills on current grammar and vocabulary. Answer questions about reading passages in Latin. Translate passages of Latin into English. Participate in discussions about Roman culture. Prepare a skit of the Chapter 7 and 8 stories. Quizzes: Chapter 8/9 vocabulary. Conjugations: give all present tense and imperative forms of three verbs. Chapter 10 vocabulary. Test: Comprehensive test on Ecce Romani Chapters 89. Project: Student chooses a myth which involves one Olympian god or goddess. Student prepares a 34 minute presentation in which s/he either acts out the myth or tells the myth from the perspective of the god or goddess. Presentation must include costumes and/or props.

passages in Latin. Translate passages of Latin into English. Participate in discussions about Roman culture. Quizzes: Verb quiz: choose the correct verb form (infinitive or finite) to complete a given sentence. Translation quiz: translate a passage from a previously read story Test: Comprehensive test on Ecce Romani Chapters 67.

Accurately translate nouns in the ablative case without prepositions, using WIBA: with in by or at." Recognize and translate all verbs in the imperfect tense. Form in the imperfect tense: all regular verbs "sum esse" and its compounds. Decline neuter nouns of the 2nd and 3rd declensions. Identify the case gender and number of nouns of the 1st 2nd and 3rd declensions and use noun/adjective charts to find the adjective ending which agrees with the noun. Translate Roman numerals into Arabic numerals. Identify the major accomplishments and/or character traits associated with each of the seven kings of Rome."

Recognize and conjugate velle nolle ire and ferre" in the present and imperfect tenses. In a given sentence use knowledge of 1st 2nd and 3rd declension noun and adjective endings to recognize noun/adjective pairs. Recognize 3rd person endings of the perfect tense. Identify and translate verbs in the perfect tense. Distinguish in translation and/or sense between perfect tense and imperfect tense."

Recognize and translate perfect verbs of all persons and numbers. Given the principal parts of a verb, find the perfect stem of the verb and conjugate it in the perfect tense. Understand and explain the source and purpose of each principal part. Recognize various patterns of principal parts for regular verbs.

Recognize and translate verbs of all six tenses in context. Given the principal parts of a verb, write out a synopsis of the verb in a given person and number. Analyze sentences to determine whether a given noun is in the dative or ablative case.

ECCE ROMANI CHAPTERS 13-17 Grammar: ablative case without preposition; imperfect tense of regular verbs and sum,esse (and its compounds); neuter nouns of the 2nd and 3rd declensions; Latin numbers 1-20; noun-adjective agreement with nouns of the 1st 2nd and 3rd declensions and adjectives of the 1st and 2nd declensions Culture: punishments for escaped slaves; kings of Rome; Roman numerals"

ECCE ROMANI CHAPTERS 18-21 Grammar: present and imperfect tenses of irregular verbs velle nolle ire and ferre"; 3rd declension adjectives; agreement of 3rd declension adjectives with 1st 2nd and 3rd declension nouns; recognition of perfect tense verbs in the 3rd person singular and plural; recognition of various types of perfect stems; translation of verbs in the perfect tense Culture: legends of Roman heroes: Horatius Cocles Mucius Scaevola Cincinnatus; graffiti from Roman inns"

ECCE ROMANI CHAPTERS 22 Grammar: perfect tense endings of all persons; principal parts of verbs

ECCE ROMANI CHAPTERS 23-25 Grammar: review forms and translation of perfect, imperfect, and present tense verbs; review concept of principal parts; forms, use, and translation of nouns in the dative case; forms and translation of regular and irregular verbs in the future tense; forms and translation of the pluperfect tense; forms and translation of the future perfect tense; recognition of 4th and 5th declension nouns Culture: Roman colonization in North Africa; major historical characters involved in the Punic Wars

January

February

March

April

Daily Activities: Participate in class exercises and drills on new grammar. Translate passages of Latin into English. Quizzes and Tests: vocabulary quizzes on each chapter of Ecce Romani; comprehensive test on indicative verb system

Daily Activities: Participate in class exercises and drills on new grammar. Translate passages of Latin into English. Quizzes and Tests: vocabulary quizzes on each chapter of Ecce Romani;

Daily Activities: Participate in class exercises and drills on new grammar. Translate passages of Latin into English. Quizzes: vocabulary, and grammar quizzes weekly; comprehensive test on Chapters 13-17

ECCE ROMANI CHAPTERS 26-27 Grammar: review of 1st, 2nd, and 3rd declension nouns and adjectives; 4th and 5th declension nouns; partitive genitive used with nihil aliquid and satis"; demonstrative pronouns/adjectives "hic" and "ille"; review and consolidation of 1st 2nd and 3rd person personal pronouns; reflexive pronouns Culture: major monuments and structures in ancient Rome: Colosseum Domus Aurea Forum Romanum etc.; chariot racing"

Ecce Romani 28-31 Grammar: relative clauses; indefinite adjectives; interogative pronouns; passive verbs; ablative case; hic & ille Culture: hairstyles of women; types of housing; breakdown of the republic; Gracchi, Marius, Sulla

Ecce Romani 32-35 Grammar: passive verbs; perfect participles; comparison of adjectives and adverbs Culture: dining & cuisine; fall of the Republic; Cicero, Caesar, Pompey

Ecce Romani 36-41 Grammar: dates; deponent & semi-deponent; numbers; locatives; present participles; substantives; perfect infinitives Culture: educational systems and customs; Augustus; writing

Relatives:

Voice:

Comp. of Adjectives:

October

November

Content

understanding the Roman art of discussion and debate; converting dates to & from Latin

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding politics and the philosophy American liberalism and conservativism. experiencing Roman food

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the predicament of females and the poor in ancient Rome

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

Skills

Daily Activities: Participate in class exercises and drills on new grammar. Translate passages of Latin into English. Make a short presentation in class on one major monument of ancient Rome. Quizzes and Tests: vocabulary quizzes on each chapter of Ecce Romani; comprehensive test on Chapters 23-27 Final exam covers the entire year's work in grammar, culture, and reading.

Testing the students ability to read Latin, analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary. Assessing their classroom behavior via rubric, q.v.

Assessment

Decline noun/adjective pairs of the 1st, 2nd, and 3rd declensions. Decline 4th and 5th declension nouns, both singly and in noun/adjective pairs. Recognize and translate all forms of hic" and "ille." Give the correct form of "hic" and/or "ille" to modify a given noun. Determine whether a personal or reflexive pronoun is needed to complete a given sentence. Write the correct personal or reflexive pronoun to complete a given sentence."

September

Month

The Williston Northampton School Dunn , Jenna / Latin 2 / Grades 9,10,11 (Upper School)

Latin 2

May

Ecce Romani 44-49 Grammar: perfect participle; ablative absolute; future participles; indirect statement; deponent verbs Culture: baths; Pyramus & Thisbe; Ovid & literature; games; Julio-Claudian dynasty, Flavian dynasty; Five Good Emperors; chariot racing; gladiators; Androcles; Aulus Gellius

Ecce Romani 50-53 Grammar: result clauses; present & perfect subjunctive; sequence of tenses; indirect command; impersonal verbs; purpose clauses Culture: cities on the frontier; weddings & marriage; Caracalla, Diocletian, Constantine; Religion

Ecce Romani 54 Grammar: review of uses of ut Culture: Funerals

Time,Place,Deponents:

subjunctive:

indirect statement:

January

February

March

April

Ecce Romani 42-43 Grammar: imperfect & pluperfect subjunctive; cum clauses; indirect questions Culture: piracy; baths

Comp. continued:

December

Culture: educational systems and customs; Augustus; writing

Reading passages with complicated subordinate clauses, translating passages with more than one correct translation or no correct translation.

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the pax Romana & the improtance of reading & writing to Romans; converting numbers to & from Latin

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the Roman art of discussion and debate; converting dates to & from Latin

Written assessment of students' ability to read Latin, comprehend grammar, and understand the importance of cultural ideas. Rubric based assessment of students' ability to read at sight alone or in small groups. Graded prepared written translations of English and Latin passages.

Testing the students ability to comprehend written Latin, understand and analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary, forms, and grammtical rules. Assessing their classroom behavior via rubric, q.v.

Midterm Examination

Testing the students ability to read Latin, analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary. Assessing their classroom behavior via rubric, q.v.

Ecce Romani 32-35 Grammar: passive verbs; perfect participles; comparison of adjectives and adverbs Culture: dining & cuisine; fall of the Republic; Cicero, Caesar, Pompey

Relatives:

Voice:

October

Content

September

Month

The Williston Northampton School Townsend , Frank / Latin 2 Honors / Grades 9,10,11 (Upper School)

Latin 2 Honors

May

understanding politics and the philosophy American liberalism and conservativism. experiencing Roman food

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the predicament of females and the poor in ancient Rome

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

Testing the students ability to read Latin, analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary. Assessing their classroom behavior via rubric, q.v.

Assessment

Reading passages with complicated subordinate clauses, translating passages with more than one correct" translation or no correct translation."

Skills

Graded prepared written translations of English and Latin passages.

correct translation.

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

Ecce Romani 54 Grammar: review of uses of ut Culture: Funerals Begin Study of Petronius' Satyricon

Time,Place,Deponents:

subjunctive:

January

February

March

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

Ecce Romani 42-43 Grammar: imperfect & pluperfect subjunctive; cum clauses; indirect questions Culture: piracy; baths

Comp. continued:

December

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the pax Romana & the improtance of reading & writing to Romans; converting numbers to & from Latin

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

understanding the Roman art of discussion and debate; converting dates to & from Latin

reading Latin, translating Latin, analyzing Latin and English grammar. recognition of cultural and societal differences and similarities re: Roman & American culture

Ecce Romani 36-41 Grammar: dates; deponent & semi-deponent; numbers; locatives; present participles; substantives; perfect infinitives Culture: educational systems and customs; Augustus; writing

Comp. of Adjectives:

November

Testing the students ability to comprehend written Latin, understand and analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary, forms, and grammatical rules. Assessing their classroom behavior via rubric, q.v.

Midterm Examination

Testing the students ability to read Latin, analyze grammar, and understand Roman culture. Quizzing their ability to remember Latin vocabulary. Assessing their classroom behavior via rubric, q.v.

Continued reading and study of Petronius' Satyricon. History; Literature; Society; Thought; Culture in late antiquity.

Petronius:

May

Ecce Romani 55-57 Caesar, Pompey, Cicero, Augustus, Antony, Cleopatra Review participles, ablatives absolute, indirect statement, subjunctive forms Review of basic grammar and vocabulary.

Ecce 58-59 Gerund, gerundive, passive periphrastic. Factionalism, Clodius, Milo Review of basic grammar and vocabulary.

Eutropius:

Pro Milone:

October

Content

September

Month

The Williston Northampton School Townsend , Frank / Latin 3 / Grades 10,11,12 (Upper School)

Latin 3

Continued reading and study of Petronius' Satyricon. History; Literature; Society; Thought; Culture in late antiquity.

Petronius:

April

Students make progress in reading, translating, and understanding Latin prose. Students understand and interpret the functions of political violence during the fall of the Roman Empire.

Test of reading comprehension, grammar analysis, understanding of cultural background. Quizzes on vocabulary, forms, and translation.

Assessment

Students make progress in reading, translating, understanding Latin prose. Students understand and interpret the roles and characters of the most influential Romans during the fall of the Republic.

Skills

Reading lenthy passages of connected prose, identifying grammatical and cultural references withing the text.

Julius Caesar on The Celts of Western Europe (Unpublished text by Frank Townsend) Read Latin; Review grammar; Study the history and culture of the Celtic and Germanic peoples.

Ecce Romani 60-62 Fearing clause, ablative review, impersonal verbs Review Civil War causes, effects, personalities.

Ecce Romani 63-65 Indefinite pronouns, relative clauses of charactaristic Augustus, the principate, imperial politics and policies

Ecce Romani 66-68 Imperative, subjunctive, conditional clauses Private lives, Pliny, Fannia, Trimalchio

Cicero's Somnium Scipionis. A close reading with care taken to translate accurately. Grammar is reviewed. Cicero's later philosophical works are studied, along with the Greek foundations of philosophy.

de Bello Gallico:

de Bellum Civile:

Res Gestae:

Pliny, et al.:

Somnium Scipionis:

November

December

January

February

March

April

Test of reading comprehension, grammar analysis, understanding of cultural background. Quizzes on vocabulary, forms, and translation.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the voice of Cicero and the Stoic philosophy.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the influence of Greek and Roman philosophy on the modern world.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the roles of heroic Romans such as Pliny, and anti-heroic Romans such as Trimalchio.

Assessment is strenthened, measuring the students' ability to comprehend, translate, analyze, and interpret the literature read in the course.

Students make progress in reading, translating, Assessment is strenthened, measuring the students' understanding, analyzing, and interpreting Latin prose. ability to comprehend, translate, analyze, and Students understand and interpret the role and character interpret the literature read in the course. of Augustus and the foundation of the principate.

Students make progress in reading, translating, and understanding Latin prose. Students understand and interpret the roles and characters of Pompey and Caesar during the Civil War.

Students make progress in reading, translating, and understanding Latin prose. Students understand and interpret Rome's interaction with the civilizations around it. They understand the influence of lesser known cultures on the modern world.

Somnium Scipionis:

Ecce Romani 55-57 Caesar, Pompey, Cicero, Augustus, Antony, Cleopatra Review participles, ablatives absolute, indirect statement, subjunctive forms

Ecce 58-59 Gerund, gerundive, passive periphrastic. Factionalism, Clodius, Milo

Julius Caesar on The Celts of Western Europe (Unpublished text by Frank Townsend) Read Latin; Review grammar; Study the history and culture of the Celtic and Germanic peoples.

Eutropius:

Pro Milone:

de Bello Gallico:

October

November

Content

September

Month

The Williston Northampton School Townsend , Frank / Latin 3 Honors / Grades 10,11,12 (Upper School)

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret Rome's interaction with the civilizations around it. They understande the influence of lesser known cultures on the modern world.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the functions of political violence during the fall of the Roman Empire.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the roles and characters of the most influential Romans during the fall of the Republic.

Assessment is strenthened, measuring the students' ability to comprehend, translate, analyze, and interpret the literature read in the course.

Test of reading comprehension, grammar analysis, understanding of cultural background. Quizzes on vocabulary, forms, and translation.

Assessment

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the Ciceronian world view. A project is assigned in which students rewrite the Somnium, in simplified Latin, as a short film script. They take parts and film the script.

Skills

Latin 3 Honors

May

Ecce Romani 60-62 Fearing clause, ablative review, impersonal verbs Review Civil War causes, effects, personalities.

Ecce Romani 63-65 Indefinite pronouns, relative clauses of charactaristic Augustus, the principate, imperial politics and policies

Ecce Romani 66-68 Imperative, subjunctive, conditional clauses Private lives, Pliny, Fannia, Trimalchio

Cicero's Somnium Scipionis. A close reading with a care taken to translate accurately. Grammar is reviewed. Cicero's later philosophical works are studied, along with the Greek foundations of philosophy.

de Bellum Civile:

Res Gestae:

Pliny, et al.:

Somnium Scipionis:

December

January

February

March

April

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the voice of Cicero and the Stoic philosophy.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the role and character of Augustus and the foundation of the principate.

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the roles and characters of Pompey and Caesar during the Civil War.

on the modern world.

Assessment shifts closer to AP standards, and measures the students' ability to read and understand prose at sight, and their ability to comprehend, translate, analyze, and interpret the literature read in the course. Students must be assessed to acertain whether or not they are prepared for AP Latin!

Test of reading comprehension, grammar analysis, understanding of cultural background. Quizzes on vocabulary, forms, and translation.

Somnium Scipionis:

Catullus' Carmina 2,5,7, 85,86,109 Horace 1.5 Catullus 45 Horace 3.9

Horace Satire 1.9

Catullus 1,4,44,49 Horace 1.1,3.13,3.30 Epyllion: Catullus 64 lines 50-253

Love Poems:

Satire:

Dedication:

October

November

Content

September

Month

Students make progress in reading, translating, understanding, analyzing, and interpreting Horace and Catullus in the original Latin.

Skills

Measures the students' ability to read and understand poetry at sight, and their ability to comprehend, translate, analyze, and interpret the literature read in the course.

Assessment

Students make progress in reading, translating, understanding, analyzing, and interpreting Latin prose. Students understand and interpret the Ciceronian world view. Aproject is assigned in which students rewrite the Somnium, in simplified Latin, as a short film script. They take parts and film the script.

The Williston Northampton School Townsend , Frank / AP Latin - Horace and Catullus / Grades 10,11,12 (Upper School)

AP Latin (Horace & Catullus)

May

Catullus 31, 35, 36 Horace 2.7

Horace 1.9,1.11,1.38 Love Lost: Catullus 8,36,40,70, 72,76,77,87 Horace 1.13,1.23

Catullus 10,12,13, 14a,22,30,43,50,60,69,84,116 Horace 2.10,3.1

Catullus 11,51 Horace 1.22,1.25

Catullus 3,65,68,96,101 Horace 1.24,1.37,2.3,2.14,4.7

Review for AP Exam

Welcome Home:

Horace's Philosophy:

Society:

Sapphic Meter:

Death:

Review:

December

January

February

March

April

May

Students make progress in reading, translating, understanding, analyzing, and interpreting Horace and Catullus in the original Latin.

Measures the students' ability to read and understand poetry at sight, and their ability to comprehend, translate, analyze, and interpret the literature read in the course.

Skills Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin.

Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin.

Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin. Making connections between each poem in the Catullus AP.

Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin.

Content

Read Vergil's Aeneid Book 1, Lines 1-250

Read Vergil's Aeneid Book 1, Lines 251-519

Read Vergil's Aeneid Book 2, Lines 1-56, 199297, 469-566

Read Vergil's Aeneid Book 2, Lines 735-805 Book 4, Lines 1-200

Read Vergil's Aeneid Book 4, Lines 201-448

Read Vergil's Aeneid Book 4, Lines 642-705 Book 6, Lines 1-211

Month

September

October

November

December

January

February

The Williston Northampton School Townsend , Frank / AP Latin - Virgil / Grades 10,11,12 (Upper School)

AP Latin (Virgil)

Measures the students' ability to read and understand poetry at sight, and their ability to comprehend, translate, analyze, and interpret the literature read in the course.

Assessment

Review:

Review for AP Exam

Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin.

Read Vergil's Aeneid Book 10, Lines 420-509 Book 12, Lines 791-842, 887-952

April

May

Students make progress in reading, translating, understanding, analyzing, and interpreting Vergil in the original Latin.

Read Vergil's Aeneid Book 6, Lines 450-476, 847-901

March

Measures the students' ability to read and understand poetry at sight, and their ability to comprehend, translate, analyze, and interpret the literature read in the course.

2004 SPANISH CURRICULUM MAPS

Alphabet; Numbers 0-1000; Indefinite articles; Dates including days of the week, months of the year; Introductions; Classroom object vocabulary; Dates including days of the week, months of the year; Maps of Spanish speaking countries.

Vocabulary-un amigo/una amiga; Subject pronouns - singular; Verb ser - singular; Adjectives (physical attributes, personality, nationality); Definite article; School subjects; Culture: Day of the Dead; Interrogative words - quien, que, como, cuando, donde; Formation of questions.

Vocabulary theme: Friends or Brothers; Telling time; Plural subject pronouns; Plural forms of ser, Plural forms of adjectives, nouns, & adjectives.

Detailed vocabulary of classroom objects; present tense of regular -ar verbs; differences between "tú" form and the "usted" form; more interrogative words (qué cuándo dónde cuánto) Conjugate any regular ar verb in the present tense; ask and answer a question using interrogative words; Negation; "tu" vs "usted".

Preliminary Chapter:

Chapter 12:

Chapters 23:

Chapters 34:

October

November

December

Content

September

Month

The Williston Northampton School Simpson , Nathaniel / Spanish 7 / Grade 7 (Middle School)

Spanish 7

Be able to conjugate any regular -ar verb in the present tense; Be able to ask and answer a question using an interrogative word; Be able to make sentences negative; Be able to identify more classroom objects; Be able to talk about school activities; Understand difference between tu" and "usted"; Be able to speak to people formally and informally"

Reinforcement of "ser" subject pronouns adjectives; Be able to form and answer yes/no questions; Be able to use all subject pronouns (singular and plural; Be able to use all forms of "ser"; Reinforcement of classes; Be able to make nouns and articles plural; Be able to tell time and talk about daily schedule; Be able to ask time and at what time an event occurs.

Use definite articles; Be able to talk about your classes - describe classes; Be able to use singular subject pronouns; Be able to form yes/no questions; Learn to form questions correctly; Tell where someone is from using "ser de"; Describe what someone looks like and what s/he is like; Ask where someone is from and what someone is like; Understand and appreciate differences between Days of the Dead and Halloween.

Be able to greet people in different ways; Understand gestures used in Spanish-speaking countries when greeting people, i.e. handshake, kiss, etc.; Introduce people to each other and introduce yourself; Be able to identify some classroom objects; Be able to count 0-1000; Be able to do simple math problems (in writing & orally); Be able to spell words in Spanish; Understand that Spanish is spoken in many countries; Understand gender of nouns using indefinite articles; be able to say birthday.

Skills

Test (listening component included); Quiz on vocabulary; Oral evaluation based upon grammar and vocabulary; dictation of simple sentences.

Written test that culminates Chapters 1 & 2 grammar (singular/plural forms); Oral evaluation of vocabulary and grammar; Vocabulary quiz.

Quizzes on vocabulary, Vocabulary quizzes, Written test that includes singular forms of articles, verbs, adjectives, school vocabulary, noun-adjective agreement, interrogative words, & question formation. Oral evaluation based upon vocabulary and grammar.

Oral evaluation of alphabet; Quizzes on vocabulary; Dictation of days of week and months of year. Written chapter test that covers: Spanish-speaking countries, singular articles & nouns, vocabulary, alphabet, numbers 0-1000, days, months, & seasons. Oral evaluation based upon vocabulary and grammar.

Assessment

After-school vocabulary and verbs; possession; "ir, dar, estar"; contractions "al" "del"; present tense -er, -ir verbs, the impersonal expression "hay"; Examine one Spanish-speaking country; words ending in dad, -tad, -i贸n; house vocabulary to talk about where we live.

House & family vocabulary; Words ending in -dad, tad, -ion; Vocabulary to talk about where we live; Food vocabulary; Expression "hay"; Present tense of -er and -ir verbs; Ordinal numbers; Present tense of the verb "tener"; expressions formed with "tener"; possessive pronouns; formation of hispanic last names; talk about immediate future using "ir a" + infinitive.

Adjectives of nationality; sports vocabulary (soccer, baseball, volleyball, basketball); stem changing verbs (e/ie, o/ue, e/i).

Reinforce stem changing verbs, and sports vocabulary. Continue review of countries. Introduce airport vocabulary and travel related activities. Introduce the present progressive. Introduce the present tense of -go verbs

Chapter 5:

Chapter 6:

Chpater 7 (first half):

Chapter 78:

January

February

March

April

Describe the daily life of a student from a Spanish speaking country. Reinforce stem changing verbs. Be able to talk about what you are presently doing (using the present progressive); Conjugate -go verbs in all forms.

Employ all forms of adjectives of nationality; review Spanish-speaking countries; conjugate stem changing verbs; be able to discuss sporting events, announce games; be able to describe your family and friends to someone.

Be able to talk about one Spanish-speaking country with regard to location, geography, points of interest, hotels, exchange rates; Be able to talk about where we live (cities, buses, etc.); Be able to describe the rooms in a house or apartment; Reinforcement of negation; Be able to use hay" to express "there is" or "there are"; Be able to conjugate regular -er and -ir verbs in the present tense; Be able to use ordinal numbers; Be able to talk about different foods and beverages; Be able to tell feminine gender of words ending in -dad -tad and -ion; Be able to understand cultural differences of daily schedule related to work and eating; Reinforcement of sentence structure"; be able to talk about your possessions and those of others using the appropriate pronouns; be able to talk about family members and describe them; conjugate "tener" in the present tense; express age and obligation with "tener"; be able to describe home (both indoor and outdoor), employ the immediate future using "ir a"; Reinforcement of tenes and expressions used with it; Compare celebration of quinceanera with U.S. "Sweet 16".

Reinforcement of present tense of -ar verbs; Be able to have a short conversation about your activities during vacation; Be able to listen to a short passage and talk about content and answer oral questions; Be able to say where you are going by using ir a, al, a la; Tell how you feel using estar; Reinforcement of question formation with interrogative words; Be able to talk about after-school activities; Be able to express possession using del, de la, etc.; Be able to conjugate the irregular verbs ir, dar, estar in the present tense; describe your home; tell where you live; talk about things you do at home; express "there is" and "there are".

Quizzes on vocabulary; Test (listening comprehension included); Dictation of one paragraph from Chapter 6; Write an autobiography which includes yourself, your family, your home, descriptions of these, ages, etc.;Pick a Spanish speaking country project. Vocabulary quizzes & Chapter tests.

Written test and oral evaluation of vocabulary and grammar.

Test (includes listening comprehension); Dictation of one paragrah from Chapter 5; Oral evaluation based upon vocabulary & grammar.

Quiz on vocabulary; Written test on grammar and vocabualry; Oral evaluation of chapter's grammar.

Chapter 8 & Review:

Airport vocabulary; irregular -go verbs, and present progressive; Review major grammar topics from earlier chapters. Final project.

Skills Reinforcement of conjugation of present tense of regular verbs as well as some irregular verbs; Reinforcement of days of week, dates; Reinforcment of question formation; Reinforcement of: sentence structure, numbers, adjective forms, Spanish speaking countries; Be able to check for a flight in an airport in a Spanish speaking country; Describe travel related activities; Be able to conjugate -go verbs in present tense.

Reinforcement of yo verbs; Be able to tell what you or other are doing using the present progressive; Be able to talk about activities on board a plane and when you depart a plane; Be able to orally plan a trip at a travel agency in Spain; Reinforcement: talk about families, express possession using a possessive adjective and de, del, etc.; Be able to talk about skiing

Reinforcement of ski vocabulary; Be able to talk about skating; Be able to: describe the weather; find information about a ski resort on the internet; Understand different uses of saber and conocer; Be able to conjugate decir in present tense; Be able to use demonstrative adjectives to tell where something is ~

Content

Review of: present tense of regular -ar, -er, -ir, verbs; present tense of ser, lr, dar, estar, tener; adjectives; date/days of week; number 0-1000; question formation (yes/no, interrogative word); Airport vocabulary; Present tense of poner, salir, hacer, venir, traer

Present progressive; More airport related vocabulary; Review of: family, possession; Ski vocabulary

Weather; Skating vocabulary; Present tense of saber/conocer; Present tense of decir; Demonstrative adjectives

September

October

November

Use airport vocab in a conversation (skits); Reinforce -go verbs and present progressive tense; Be able to talk about all major vocab sections discussed this year; Use grammar and vocab knowledge to complete final project.

Month

The Williston Northampton School Simpson , Nathaniel / Spanish 8 / Grade 8 (Middle School)

Spanish 8

May

Brochure for a ski resort; Test (listening comprehension included); Quiz on vocabulary; dictation of one paragraphy from chapter 9 reading; Write a story using vocabulary saber/conocer/decir in pairs

Quiz on vocabulary; Test (includes listening comprehension)

Quiz on adjective forms; Quiz on vocabulary; Dictation of one paragraph from Chapter 8 reading

Assessment

Chapter test; vocab quizzes; review tests from earlier material; final project (oral presentation, skit, written composition, etc.)

Quizzes on vocabulary; Write a letter to me about a trip you took to a beach resort in Spain; Dictation of one paragraphy from Chapter 11 reading; Write about a trip you took in the last year

Be able to: ~ talk about past activities using regular -ar verbs and the irregulars lr and ser; identify direct object in sentence and replace with an appropriate pronoun; rewrite sentences from present to past; describe weather conditions in the summer; talk about summer activities; answer questions in Spanish using a website entirely in Spanish and use the question to write a letter about a beach resort. ~ Reinforcement: asking and answering questions; Form slash sentences in preterite; Understand differences in seasons throughout the Spanish-speaking world; Describe and talk about summer resorts in Hispanic world

Reinforcement: direct object pronouns, summer related vocabulary; distinguish between present and preterite verb forms aurally; ~ Be able to: talk about a movie, a play, or a museum; conjugate regular -er and -ir verbs in preterite; use internet site in Madrid to find cultural events for you and your family; identify indirect object in asentence and replace it with an appropriate pronoun; ~ Appreciate work of several Hispanic artist after visitng several websites; Reinforcement - slash sentences

Reinforcement; cultural activities vocabulary; preterite of regular -er and -ir verbs; indirect object pronouns; Identify articles of clothing; Talk about likes and dislikes; Understand special construction of gustar, aburrir, interesar

Be able to: ~ use internet to plan a trip to a Spanish-speaking country; use PowerPoint to produce a project; describe the color of an item; express likes, interests, surprise, boredom; understand a store directory; make negative statement; understand placement of nagators; purchase a train ticket and find out information ~ Reinforcement of: verbs like gustar, clothing vocabulary, indirect object pronouns

Reinforcement of train vocabulary ~ Be able to: ~ relate past activities using irregular verbs; talk about daily activities; use reflexive pronouns and verbs ~ Reinforcement; rewrite sentences from past to present

Beach related vocabulary; Tennis vocabulary; Golf vocabulary; Preterite of regular - ar verbs and le and ser; Direct object pronouns: lo, la, los, las; Summer weather vocabulary; Time expressions related to past activities

Movie, museum, play related vocabulary; Preterite of regular - er and -ir verbs; Indirect object pronouns le, les

Clothing vocabulary; Verbs like gustar

Colors; Negative and affirmative expressions; Train related vocabulary

Preterite of irregular verbs hacer, querer, venir, estar, andar, tener, poder, poner, saber; Reflexive verbs

January

February

March

April

May

Quiz on vocabulary; Test on Chapter 14 (listening comprehension included); Present a dialog at a train station; Write about your daily routine and your routine during vacations

Test - Chapter 13 (listening comprehension included); Quiz on vocabulary; PowerPoint presentation of a trip to a Spanish-speaking country; Describe clothing you would take on a trip; Dictation of one paragraph from Chapter 13 reading

Test: Chapter 12 (listening comprehension included); Quiz on vocabulary

Test: chapter 11 (listening comprehension included); Quizzes on vocabulary; Write about your cultural activities during a trip to Madrid; Dictation of one paragraph from chapter 12 reading.

Test (listening comprehension included); Dictation of one paragraph from Chapter 10 reading

Vocabulary related to health; Pharmacy vocabulary; Be able to describe symptoms of an illness to a doctor; Be able to use ser and estar Differences between ser/estar; Object pronouns me, appropriately; Reinforcements - adjective forms; Be able to talk about what someone te does for you using object pronoun; Be able to get prescription filled in a pharmacy; Reinforcement: forms of ser/estar

December

Skills Distinguish between the sounds of English and Spanish for alphabet; Greet one another following cultural gestures; Describe family and friends using adjectives; Use the verb to be" to describe people and self; Learn to count from 0-20; Distinguish between tu y usted"

Discuss what subjects one has in school and describe; Describe daily academic schedules; Discuss where one is from and where others are from

Use -ar verbs to describe general activities-actions in one's day; Learn to write using the contractions al and del with different nouns already learned; Differentiate between formation of "yo" between ir/dar/estar and regular verbs; Express like and dislikes about what one does after classes; Express where things are in classroom using "hay"; Map out and describe one's own house; Use regular verb gustar to ask one another what s/he likes; Describe your home

Learn forms of er/ir verbs to agree with nouns and use in sentences; Write different nouns with respective articles; Use the verb tener" to describe what family members are like"

Content

Spanish sound system; Spanish alphabet; Articles - definite and indefinite (gender); Common expressions of courtesy; General adjectives; Vocabulary: adjectives, basic nouns, numbers, greetings; Numbers 1-10, 11-20; The verb ser"; Noun-object agreement (singular and plural); Cultural context: ways of greeting one another - kisses, handshakes, hugs, eye contact, tu y usted differences

How to tell time; Numbers 21 - 1000; Nationalities; Verb ser" - plural forms; Subjects (school); Vocabulary --subjects, nationalities, numbers, new verbs, school-related vocabulary; Agreement of adjectives in plural; Express what time an event begins; "ser" - uses of verb "ser"; School schedules; Nationalities - find countries on map

Regular -ar verbs in the present tense (singular and plural); Difference between tu and usted; Verbs - ir dar estar; Contractions - al and del (Chapter 4); Verb gustar to express likes/dislikes; Vocabulary - musical instruments; The use of "hay"; Present tense of er and ir verbs; Cultural context - After school activities of Latin Americans; academic day of Latin American students (almuerzo); housing in the Hispanic world; eating habits (hours); Ordinal numbers (1-10) ~ Vocabulary - home related vocabulary; foods/rooms of a house, floors of a building

Continued work on -er and -ir verbs -- singular and plural forms; Nouns ending in -dad, -tad, -ion (gender); Vocabulary: family relationships, house exterior ~ Start chapter 6 The Family and Its House"; The verb "tener"; End in middle of chapter 6

Month

September

October

November

December

The Williston Northampton School Stifler , Claire F. / Spanish 1 / Grades 9,10,11,12 (Upper School)

Spanish 1

Quiz on gender of nouns; Vocabulary quizzes, quiz on verb conjugations, Test chapter 5; Exam: Chapters 1-5 (not 6)

Test on Chapters 3 and 4; Quiz on vocabulary on homes (rooms, outside)

Test - Chapter 2 - includes agreement of adjective; Quiz on numbers 21-1000; quizzes on vocabulary

Recite the alphabet individually (orally); Test on chapter 2; Quiz on numbers; Quiz on adjective (singular) - noun agreement

Assessment

Describe your belongings; Tell one's age and ask others theirs; Express what you have to do and what you are going/ beginning/ learning to do; Discuss team sports and other physical activities; Describe where people are from; Tell what is happening in a picture of soccer; Conjugate stem-changing verbs in the present tense

Learn to conjugate the forms of the go verbs; Learn when to use the present progresive to describe actions in progress; Differention between saber and conocer and when to use each; Use the verb decir in sentences; Talk about skiing and skating; Use demonstrative adjectives to make reference to classroom objects -- closer - farther

Express conditions and feelings using tener; Read and understand cultural texts in Spanish; Compare Spanish Central American culture to North American culture

Use reflexive verbs to talk about daily activities (personal); Identify body parts in Spanish; Distinguish between ser/estar - location/origin; Express how one is feeling; Describe what people do for you; Talk about what summer sports one does; Express actions done in the past

Practice with indirect objects to talk about what one does for others; Talk in the past about actions; Talk about one's clothing and its colors; Discuss what interests/bores you; Review the uses and forms of the verb gustar

(continuing chapter 6); The verb tener; Possessive adjectives; Age (tener); Phrase - tenerque+infinite; Cultural: Quinceaneras; Chapter 7: sports; Nationalities; Verbs: e to ie verbs and o to ue; Verb phrases: empezar a, poder + infinitive, etc.; Cultural: Concept of futbol"; famous baseball players who are Hispanic ~ Vocabulary; team sports, vocabulary of soccer, stemchanging verbs

Vocabulary - Airports, winter sports; Present tense of go verbs -- hacer, tener, satir, venir, porer; The present progressive; Winter sports (chapter 9); Differences between saber/conocer; The present tense - verb decir; Cultural: Hispanics use of present progressive versus our use of it in English; Demonstrative adjectives; Different winter sports -- activities, position

Expressions with tener; Vocabulary for Central American Indian village and for bullfighting and Andalucia; Life in a Guatemalan Indian village; Andalucia and bullfighting

Vocabulary of actions using reflexive verbs; Vocabulary: reflexive verbs, body parts, hospital; words/phrases used to talk in the past; Chapter 10; Differences between ser and estar; Pronouns (me, te); Expressions with tener - health related; Chapter 11 - vocabulary of summer sports; Preterite of -ar verbs/ ir and ser; Direct object pronouns

Chapter 12 - Vocabulary - cultural activities; Indirect objects; Preterite forms of -er and -ir verbs ~ Chapter 13 - Vocabulary - clothing/colors; Impersonal verbs - aburrir/interesar el vebo gustar; Nagative and affirmative words

January

February

March

April

May

Quiz on indirect object pronouns; Quiz on preterite; Test Chapter 12; Quiz on impersonal verbs; Quiz on vocabulary; Test Chapter 13 ~ Exam on chapters 6-13

Quiz on reflexive verbs; Oral recite - body parts; Quiz on ser/estar; Vocabulary quizzes; Test - Chapter 10; Quiz on vocabulary; Quiz on preterite of -ar; Test - Chapter 11

Quiz on tener expressions; Vocabulary quizzes; Test on cultural information and grammar, vocabulary

Quiz on all go" verbs in present tense; Presentation and composition of what trip student is going to go on where to actions etc.; Test chapter 8; Quiz on saber/conocer; Quiz on demonstrative adjectives; Project Esquimundo; Test- Chapter 9"

Quizzes on vocabulary; verb conjugation quiz; Adjectives of nationality quiz; Test -- Chapter 7

Grammar: regular verbs in the present; ser versus estar; construction of the interrogative sentence; present progressive; adjectives; interrogative words ~ Vocabulary of culture: school; classmates; home life; friends

Grammar: irregular verbs in the present; ir and ser in the preterite ~ Numbers, days of the week, time, months, muy versus mucho ~ Vocabulary: travel, sports, vacations.

Grammar: preterite; teach gustar; direct and indirect pronouns; reflexive verbs ~ Vocabulary: cultural activities; camping with friends

Imperfecto; Uses of the imperfecto; Possessive adjectives ~ Vocabulary: the telephone; Spanish telephone etiquette. Differences between preterit and imperfect

present:

preterite:

imperfecto:

October

November

December

Content

September

Month

The Williston Northampton School Garcia , Eugenio / Spanish 2 / Grades 9,10,11 (Upper School)

Spanish 2

Master the imperfecto; Use the possessive adjectives in all the forms; How to make a telephone call in a Spanish-speaking country; How to describe people, things and events in the past; How to relate habitual routine actions in the past

Master of the preterite (past tense); Use impersonal verbs like gustar; Be able to recognize and use direct and indirect pronouns; Use reflexive verbs in daily situations; Talk about daily routines; How to discuss visiting a museum, theater or a movie

Master the irregular and regular present tense; Be able to tell the date and the time; Talk about summer and winter activities; Be able to talk about vacations; How to discuss soccer match; Talk about the weather; Be able to recognize the difference between muy and mucho

Master the regular present tense; Be able to use ser and estar; Describe people and things; How to express location and how you feel; How to ask questions; Discuss leisure activities

Skills

Answer question orally; Describe pictures; Writing composition using the imperfecto; Writing exercises; Readings; Quiz: Test; Telephone dialogues; Make phone calls; Listening exercise; Dictation exercise

Answer questions orally; Describe pictures; Writing compositions in the past tense; Writing exerciese; Readings; Quizzes; Test; Writing dialogues; Perform dialogues with partners

Answer questions orally; Describe picture; Writing compositions; writing exercises; tests; readings; quizzes; prepare a weather forecast; dialogues

Answer questions orally; Describe pictures; Writing compositions; Writing exercises; Quizzes; Test; Dialogues

Assessment

Be able to use present perfect; Be able to ask about what you have done recently; How to check in and out of a hotel; Use past participles as adjectives; Mastery of synopsis of the verbs already dones

Be able to use and master pluperfect, conditional perfect, future perfect and Same as March imperfect and future ?; How to tell about events that were taking place; How to compare people and things with the same characteristics; Be able to refer to people and things arready mentioned; how to tell whate hou and others have just done; Be able to talk about air travel; Be able to tell how you want the hair done

Be able to give commands (informal and formal); Be able to give directions; How to give information and directions using the passive voice; Be able to discuss driving; Master of the synopsis of the tenses already done; Be able to write recipes

Grammar: Past participle; Present perfect; Synopsis of the verbs ~ Vocabulary: Hotels ~ Culture: Hotels in Spanish speaking countries; Hotel ratings

Grammar: Pluperfect; Future perfect; Conditional perfect; Imperfect and future progressive; Compare people and things ~ Vocabulary: air travel; airports; hairstyles; beauty salon and barber shops ~ The Andes Mountains; Lake Titicaca in Bolivia

Grammar: The command - formal and familiar; Differences between por and para; Negative words; Review of placement of the pronouns with different tenses; The passive voice; Synopsis of the verbs ~ Vocabulary; Food preparation; Kitchen utensils; Driving; Giving directions ~ Culture: Variety of foods in Speaking Countries; Spanish recipes

March

April

May

Give directions to a friend; Answer questions orally; Reading; Quizzes; Test; Listening exercises; Write a recipe in Spanish using commands

Answer questions orally; Describe pictures; Writing compositions using the present perfect; Reading; Quizzes; Tests; Dialogues about hotel; Listening exercises; Anuncios using present perfect

Answer questions orally; Describe pictures; Writing compositions; Reading; Quizzes; Tests; Dialogues (cars, hospital); Tape; Video; Anuncios

Be able to talk about future events; Be able to make comparisons; How to talk about common accidents and medical procedures; How to express conditions; Be able to refer to people and things already mentioned; Be able to talk about cars, to buy gas, and have your car serviced; How to discuss some traffic related problems; Be able to distinguish a demonstrative adjective or pronoun

Irregular future; Demonstrative adjectives and pronouns; Conditional; Uses of the conditional; Synopsis of the present , preterite, imperfecto, present progressive and conditional; Comparative and superlative irregular ~ Vocabulary: accidents; minor injuries; hospital; cars; services at a gas station

February

Answer questions orally; Describe pictures; Writing compositions using the imperfect and preterit; Reading; Quiz; Test; Situations in the post office; Dialogues; Dictation; Listening exercises

How to shop for food in a Spanish-speaking country; How to ask the quantity you want; How to find out prices; Be able to differentiate between continuous habitual actions in the past and those completed at a defined time; How to express two part actions in the same sentence; Be able to talk about future events; How to compare people and things; Be able to use words and expressions related to postal services; Use possessive pronouns

Grammar: Differences between preterit and imperfect (continuation); Possessive pronouns; Future; Comparative and superlative ~ Vocabulary: Food, Grocery, Quantity, Post office culture, Hispanic versus American food shopping customs; Letter writing etiquette

January

Grammar: regular verbs in the present; ser versus estar; construction of the interrogative sentence; present progressive; adjectives; interrogative words Vocabulary: school; classmates; home life; friends

Grammar: irregular verbs in the present; ir and ser in the preterite Numbers, days of the week, time, months Vocabulary: travel, sports, vacations.

Grammar: preterite; gustar and similar verbs; direct and indirect pronouns; reflexive verbs Vocabulary: cultural activities; camping with friends

Imperfecto; Uses of the imperfecto; Possessive adjectives Vocabulary: the telephone; Spanish telephone etiquette

Repasos A y B:

Repasos C y D:

Repasos E y F:

Capitulo 1: Telefono:

Capitulos 2 y 3: Grammar: Differences between preterite and Comida y imperfecto; Future; Comparative and Correo: superlative Vocabulary: Food, Grocery, Quantity, Post office culture, Hispanic versus American food shopping customs; Letter writing etiquette

October

November

December

January

Content

September

Month

Master the regular present tense; Be able to use ser and estar; Describe people and things; How to express location and how you feel; How to ask questions; Discuss leisure activities

Skills

The Williston Northampton School Master Maps , Foreign Language / Spanish 2 Honors / Grades 9,10,11 (Upper School)

Spanish 2 Honors

Answer questions orally; Describe pictures; Writing compositions using the imperfecto and preterite; Reading; Quiz; Test; Situations in the post office; Dialogues; Dictation; Listening exercises; Anuncios

Answer question orally; Writing composition using the imperfecto; Writing exercises; Readings; Quiz: Test; Telephone dialogues; Make phone calls; Listening exercise

Answer questions orally; Describe pictures; Writing compositions in the past tense; Writing exercise; Readings; Quizzes; Test; Writing dialogues; Perform dialogues with partners

Answer questions orally; Describe picture; Writing compositions; writing exercises; tests; readings; quizzes; prepare a weather forecast; dialogues

Answer questions orally; Writing compositions; Writing exercises; Quizzes; Test; Dialogues

Assessment

Irregular future; Demonstrative adjectives and pronouns; Conditional; Uses of the conditional; Synopsis of the present , preterite, imperfecto, present progressive and conditional; Comparative and superlative irregular Vocabulary: accidents; minor injuries; hospital; cars; services at a gas station

Grammar: Past participle; Present perfect; Synopsis of the verbs Vocabulary: Hotels Culture: Hotels in Spanish speaking countries; Hotel ratings

Grammar: Pluperfect; Future perfect; Conditional perfect; Imperfect and future progressive; Compare people and things Vocabulary: air travel; airports; hairstyles; beauty salon and barber shops The Andes Mountains; Lake Titicaca in Bolivia

Grammar: The command - formal and familiar; Differences between por and para; Negative words; Review of placement of the pronouns with different tenses; The passive voice; Synopsis of the verbs Vocabulary; Food preparation; Kitchen utensils; Driving; Giving directions Culture: Variety of foods in Speaking Countries; Spanish recipes

Captulos 4 y 5: Hospital y Coche:

Capitulos 6: Hotel:

Capitulo 7 y 8: Aeropuerto y Pelo:

Capitulos 9 y 10: Cocinar y Conducir:

February

March

April

May

Be able to use and master pluperfect, conditional perfect, future perfect and imperfect and future ?; How to tell about events that were taking place; How to compare people and things with the same characteristics; Be able to refer to people and things arready mentioned; how to tell what you and others have just done; Be able to talk about air travel; Be able to tell how you want the hair done

Give directions to a friend; Answer questions orally; Reading; Quizzes; Test; Listening exercises; Write a recipe in Spanish using commands; Anuncios

Same as March

Answer questions orally; Describe pictures; Writing compositions using the present perfect; Reading; Quizzes; Tests; Dialogues about hotel; Listening exercises; Anuncios

Answer questions orally; Describe pictures; Writing compositions; Reading; Quizzes; Tests; Dialogues (cars, hospital); Tape; Video; Anuncios

Asking and answering questions properly using the present Same as September perfect as a verb; How to distinguish between the past participle as verb and as adjective; Reading: Text p. 8, 10, 11, 12 - accompanying writing exercises; Writing exercises in workbook pp. 2-4, D,E,F

From infinitive form any verb in preterite or imperfect; From verb formed in present, form preterite (or imperfect) of same; Be able to conjugate a verb in Spanish and in English in all tenses - preterite, present perfect, present, present progressive; Given a sentence, pick out the key word" conjugate verb correctly in the imperfect and use the "code" (ABCD) to correctly label the use; Be able to describe a picture to your partner using correct vocabulary and verb tenses; Reading - text pp. 21-22; Answer questions p. 23 ABCD; Text p. 24 - Answer questions p. 25 A B C; Text pp. 26-27 - questions p. 28 A + B"

Grammar: The present perfect - past participle as verb - past participle as adjective; The present progressive; Ordinal numbers ~ Vocabulary: Chapter 4 - Un vuelo anulado" pp. 8-12; "San Angel" Parte 1 - pp. 21-25 ~ Culture: contradiction of stereotype of lack of concern for punctuality (see El Ave video)"

Grammar: The preterite (past tense)-- regular, irregular, stem changing, spelling changes - key words - uses; The imperfect regular, irregular, key words, uses (code ABC1) ~ Vocabulary: San Angel" - parte 2 - pp. 21-25; "El Ave" - pp. 26-28 ~ Culture: Preservation of local artisans created by the establishment of a Saturday-only marketplace for them to sell"

October

November

Asking and answering questions; Currect use of impersonal verbs -- only two verb forms; Mastery of all verbs in present tense in all forma; Recognition of verbs with irregularities in one or more forms; Reading and answering questions; Text pp. 2, 3, 4, 5, 6, 7; Workbook (Xerox copies) of pp. 1, 2, 3 - exercises A, B, CAnuncios" - one student gives a 1-2 minute report in Spanish on any topic ~ For vocabulary: "slash" sentences worksheets; Quizzes - written and oral; Writing vocabulary on 3x5 cards for pair drills; Tests: fill ins with word list - give synonyms in Spanish; "slash" sentences; matching; Dictations; Antonymns; True/false; Dictation quiz; Vocabulary quiz; From student tape manual - listening exercises as a practice as a quiz as part of a test; Verb sinopsis of all tenses in English and in Spanish; written practice; quiz; Oral work in pairs -- elicit preferences elicit information elicit correct verb form and correct possessive adjective"

2-4; "Cultura" pp. 5-7 - El Turismo ~ Culture: Travel and tourism in the Hispanic world -- geographical differences historic sites flora and fauna; Concept of impersonal verbs no "I""

Grammar: Interrogative words; Impersonal verbs; Present tense review -- regular, irregular, stem changing ~ Vocabulary: Chapter 1 - Cultura" pp.

September

Assessment

Skills

Content

Month

The Williston Northampton School Master Maps , Foreign Language / Spanish 3 (NS) / Grades 10,11,12 (Upper School)

Spanish 3

Choose correct past tense, given certain key words"; Writing exercises: Translation - English to Spanish; choosing correct tense when given certain "key words""

Writing: 3 prefect tenses -- xeroxes from workbook 125 C, C 126 F ~ Vocabulary: xeroxes from workbook 29 AB 30 CDE slash" sentences which include vocabulary and different verb tenses ~ Reading: p. 60 text "La Vida Diavia"; written exercises p. 61 A B C; p. 62-63 text - "Dos joueres ??? ; Various supplementary questions on content of story p. 62-63 ~ Speaking: Questions in various perfect tenses for work in pairs; Pairs work drilling using 3x5 cards of a vocabulary"

Reading: Text pp. 29-31 El tiempo"; Text p. 32-2 newspaper articles; ~ Speaking: Be able to ask and answer questions about the weather ~ Writing and grammar; Be able to form any verb in the familiar or formal form; Given clues be able to choose between familiar and formal commands; Xeroxes from workbook - pp. 64-66 MNOP; Writing - vocabulary xeroxes from workbook p. 12 A+B Text p. 31 vocabulary "Ejercicio" 1-6; Text p. 33 Vocabulary Exercises A + B"

Grammar - writing; Be able to translate code" to English and apply "code" to all verbs; Be able to fill in verb in subjunctive pull out key word and apply "code" ~ Reading (vocabulary) text p. 152-3 ~ Writing (vocabulary) - Text p. 153 Ex. A + Bl; Writing (subjunctive) Text 38-39 B C D 40 A B ~ Speaking: Be able to correctly choose either subjunctive or indicative in thedependent clause given the verb in the independent clause

Grammar: Choosing between the preterite and imperfect - key words for each; Two actions in same sentence - one is background and other is interrupting

Grammar: Future - regular, irregular; conditional - regular, irregular; 3 perfect tenses -- future perfect, conditional perfect, past perfect ~ Vocabulary: Chapter 2 - Debora y Hipoito Vocabulary 1 p. 62-63, Vocabulary 2 pp. 62-63, Vocabulary 3 pp 62-63 ~ Culture: Comparing and contrasting daily life for two Hispanic young people, one from Puerto Rico, the other from Bolivia -- differences in their lifestyles and standard of living

Grammar: formal commands - regular, irregular, stem changing, with a spelling change; Familiar commands - affirmative/negative - regular/irregular; How verb systems are organized in Spanish; 3 verb moods and their functions; List of all verb tenses in each of the 3 verb moods ~ Vocabulary: El Tiempo ~ Culture: Climate differences of various Hispanic countries

Grammar: The subjunctive -- basic understanding, how to form the present subjunctive, grammatical explanation of independent and dependent clauses and conjunctions; Noun clauses -- how to recognize, which verbs in the main clause require the subjunctive in the dependent and which require the indicative in the dependent, code of uses A B C D, AA, BB, CC ~ Vocabulary: Chapter 4 Pasajes - part 1 pp. 152-154 ~ Culture: Stages of life (and the ceremonies marking them) as universal to people of all cultures

Grammar: Subjunctive - adjective (relative) clauses - when to use, when not to use the subjunctive in the dependent clause; Imperfect subjunctive - how to form, when to use; Sequence of tenses - A) present indicative, then present subjunctive B)present of imperfect then imperfect subjunctive ~ Vocabulary; Pasajes" part 2 pp. 152-154; "Pasajes" part 3 pp. 154-155 ~ Culture :

December

January

February

March

April

End of semester exam - oral, written

Grammar: Subjunctive with adverb clauses - list of expressions that require you to use subjunctive in dependent clause - list of expressions that require you to use indicative in dependent clause; Identifying the 3 kinds of clauses, i.e. noun, adjective, adverb; The present perfect subjunctive - how to form, when to use ~ Vocabulary: Pasajes" part 4 ~ Culture: Familiar ceremonies that mark stages; Importance of godparent relationship in Hispanic culture"

Skills Ask and answer questions; describe oneself and others; talk about responsiblities and impressions of others

Content

Vocabulary: Las relaciones personales; Sitcom video; Readings: Mexico D.F. and Revistas para todos los gustos; Poema 20 by Pablo Neruda; Profile of Carmen Lomas Garza; Video "Momemtos de estacion"; review of "terminos utiles" for asking questions in class; Nouns (how to form plurals), articles (use with abstract nouns, with "ser" and unmodified nouns) and adjectives(those with shortened forms; meaning change based on position); Present tense: regular, irregular, stem changing, with spelling changes

Vocabulary: Las diversiones, Sitcom video; Two readings: El nuevo rock latino and Quien da el primer paso?; Lectura: Idilio by Mario Benedetti; Profile of Shakira; Genres in Latin music; Present progressive tense and other verbs with present participle; Reflexive verbs: regular, stem changing; verbs whose meaning changes if verb is/is not reflexive; verbs that are always reflexive; verbs noting action done to one another; Special verbs like gustar used with indirect objects.

September

October

Assessment

End of semsester exam - oral and written

Month

The Williston Northampton School McDonnell , Craig / Spanish 3 Honors / Grades 10,11,12 (Upper School)

Spanish 3H

May

Stages of life and ceremonies marking them"Writing (vocabulary): Workbook pp. 89-90 A B C ~ D; Be able to choose subjunctive or indicative, depending on verb in main clause ~ Reading - text pp. 154-155 Pasajes"; Exercises p. 156 A B"

Adverbs (how to form from adjectives) and adverbial phrases; preterite key words; deciding between use of imperfect and preterite; the present perfect tense (how to form; when to use the past participle as an adjective); the past perfect tense

Vocabulary: Los viajes. Grammar: three verb moods and their tasks (indicative, imperative, and subjunctive); Present subjunctive: how to form; when to use VS. when to use indicative (impersonal expressions)

Vocabulary: La salud y el bienestar; Sitcom video; Two readings: El chocolate, alimento de dioses and "Lo ultimo" en el gimnasio; Reading by Lucia Quintero "1x1 = 1, pero 1+1=2"; Perfil about Alejandro Leal. Video "La hora de comer". Grammar: choosing between subjunctive and indicative (noun clauses, adjective clauses, adverbial clauses); how to identify these three kinds of clauses and how to tell the diffences between them Vocabulary: La naturaleza; Sit-com video, Two reading selections: Las islas Galapagos and Acampada en Bolivia; Profile of Mary Axtmann; Lectura: El eclipse by Augusto Monterroso

December

January

February

Vocabulary: La economia y el trabajo; Sitcom video; Two readings: Quieres conseguir un trabajo en Latinoamerica? and Latinoamerica: las mujeres en el mundo de trabajo; Lectura: La prodigiosa tarde de Baltazar by Gabriel Garcia Marquez; Profile of Carolina Herrera Grammar: the neuter article "lo"; possessive adjectives (short forms and longer,stressed forms)and possessive pronouns and pronouns; transitional expressions

Vocabulary: La religion y la politica; Sitcom video, readings (Costa Rica: un modelo de democracia and La democracia y la monarquia en Espana) Lectura: Dos palabras by Isabel Allende Perfil: Ruben Blades Grammar: constructions with "se" (passive "se" and impersonal "se"; "se" to express unexpected events Vocabulary: La cultura popular y los medios de comunicacion Grammar: present perfect subjunctive

March

April

Grammar: Future (regular and irregular); ways other than the future tense to express the future (present indicative; ir a + infinitive; querer + infinitive to express "will"; Conditional (regular and irregular); uses: polite requests; Past subjunctive: a)forms b) uses 1.sequence of tenses in sentences requiring use of subjunctive: present indicative + que + present subjunctive OR past indicative + que + past subjunctive 2. past subjunctive of querer = polite requests 3. "como si" + past subjunctive "Si clauses: 1) with present indicative 2) with present subjunctive 3) with imperfect

Vocabulary: La vida diaria; Sitcom video; Two readings (De compras en las tiendas de departamentos and El almuerzo y sus horarios); Reading "Anonimo"; Reading the profile of Jorge Ramos. Video: "Adios mama". Preterite forms (regular, irregular, stem changing verbs, verbs with spelling changes); review of the forms of the imperfect (regular and irregular); uses of the preterite and imperfect(key words for each tense; code of uses for the imperfect)

November

End of semester exam - oral, written

Vocabulario: La literatura y el arte Grammar: the future perfect and the conditional perfect; the past perfect subjunctive; "si" clauses with compound tenses

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test; Video (Catrina 2, 3)Oral presentation of the song

Continue using of formal command; Be able to use apocopation; Understanding of uses of ser versus estar; Be able to use vocabulary dealing with the barber shop and the beauty parlor; Be able to create dialogues dealing with the vocabulary; Be able to express ideas in Spanish. Be able to sing in Spanish with their own lyrics.

Use of familiar commands affirmative and negative; Use of the commands with the pronouns; Be able to use demonstrative and possessive pronouns and adjectives

Grammar: Formal command; Apocopation of adjectives; Comparison of ser and estar, the differences between por and para, review the numbers |~ Vocabulary; Barber shop; Beauty parlor; Additional vocabulary. Project: Students will write a song in Spanish using the vocabulary.

Grammar: Demonstrative adjectives; Demonstrative pronouns; Command; Possessive adjectives; Possessive pronouns ~ Vocabulary: The pharmacy; The post office; Additional vocabulary

October

November

Textbook exercises; Worksheets; Dialogues (doctor/patient); Oral assignments; Quizzes; Test; (Video (La Catrina 4)

Textbook exercises; Worksheets which reinforce the vocabulary and grammar; Memorization of dialogues created by students; Individual oral assignments dealing with the vocabulary; Quiz; Test; Video (La Catrina); Research about a Spanish speaking country for a vacation

Grammar: Regular preterite; Formal command; Uses of Be able to give commands; Be able to express states of fact in the preterite; the article; La Catrina 1 ~ Vocabulary; The travel Development of vocabulary dealing with travel situations; Be able to grasp the agency; Additional vocabulary about the travel agency meaning of basic Spanish as spoken by a native speaker in the "La Catrina" video

Assessment

September

Skills

Content

End of semsester exam - oral and written

Month

The Williston Northampton School Garcia , Eugenio / Spanish 4-5 Conversation / Grades 11,12 (Upper School)

Spanish 4: Conversation 1 & 2

May

Be able to express actions that may or may not take place; Express preferences; Express opinions; Express emotional reactions; Be able to express vocabulary dealing with travel; Be able to express ideas in Spanish dealing with the vocabulary and the grammar; Create dialogues

Be able to express doubt , uncertainty, or disbelief; Be able to use the subjunctive with the vocabulary

Be able to recognize when we use the subjunctive in noun clauses; Be able to create dialogues dealing with the vocabulary and grammar

Be able to recognize when we do and when we don't use the subjunctive in noun and relative clauses; Be able to use the vocabulary and the grammar

Be able to recognize when we do and we do not use the subjunctive in noun, relative and adverbial clauses; Be able to form and use the imperfect subjunctive; Be able to use the vocabulary in dialogues; Be able to learn about Argentina's recent history through the movie La Historia Oficial"; Be able to learn vocabulary of the movie; Be able to understand the movie ~ " One student will interview a famous Hispanic person. This student will be able to answer questions acting as a famous person.

Grammar: The subjunctive mood; The present subjunctive; The subjunctive expressing wishes, preferences, and commands; Synopsis of oir; The subjunctive expressing emotional reactions to the actions of others ~ Vocabulary: Train travel; bus travel; Additional vocabulary

Grammar: The subjunctive with expression of doubt or uncertainty; The subjunctive with impersonal expressions ~ Vocabulary: The men's clothing story; The women's clothing store; Additional vocabulary and expressions

Grammar: The subjunctive in exclamations; When we use the subjunctive in noun clauses ~ Vocabulary: Customs

Grammar: The subjunctive in noun clauses; The subjunctive in relative clauses ~ Vocabulary: The Bakery; Additional vocabulary

Grammar: The subjunctive in adverbial clauses; The imperfect subjunctive; Expressions ~ Vocabulary: The butcher shop and the fish market. project ( Mano a mano). The students will learn about a famous Hispanic person.

February

March

April

May

Be able to use the Formal and Familiar command and the progressive tenses.

Vocabulary: The bank; The firehouse; Police Station; Be able to use the Formal and Familiar command and the progressive tenses. Additional vocabulary, Commands , Progressive tenses

January

December

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test; Movie La Historia Oficial"; Worksheets about the movie ~ Oral final exam; Final exam

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test; Video (La Catrina)

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test Video (La Catrina 6)

Textbook exercises; Worksheets; Dialogues; Oral assignments; Quizzes; Test; Video (La Catrina 5)

Oral final exam; Final exam

Discern the meaning of words in context by identifying part of speech, relating word to known words, studying the relationship of the word to other part of the same sentence, and analyzing prefixes and suffixes. Shared experiences of students and teacher relating to the subject matter of the readings. Students practice vocabulary by writing sentences illustrating meaning of word and by supplying the vocabulary item by responding to definitions in Spanish

Note: All of the following activities shall be henceforth denoted as routine analysis of reading selections and routine vocabulary practice. 1. Students identify Subject matter, Tone, Purpose of the title, Author's purpose in writing the article, Point of view, Theme, Methods of developing and organizing the subject matter. 2. Students diagram several complex sentences, and then reduce these to the simple sentences which make them up. 3. Students are given new words related to the vocabulary of the reading selection and are asked to identify grammatical function (part of speech), vocabulary to which it is related from the reading, and then make an intelligent guess as to the meaning of the new word. 4. Students identify new vocabulary by responding to definitions given in Spanish.

1. Prefixes and suffixes which identify part of speech and enhance or alter meaning. 2. Purposes which motivate the author to write a given piece: inform, entertain, inspire, etc. 3. Point of view: who speaks to whom, from what perspective 4. Definition and description of various types of tone 5. Identifying the subject matter of a piece 6. Theme 7. Ways of developing a subject matter 8. Role of title 9. Diagraming of compound, complex sentences; reducing such sentences to the simple sentences which make them up. 10. Hispanic pasttimes: Vocabulary and readings of Como se divierten los hispanos? and San Fermin y los toros; video of Fiesta of San Fermin

Comprehension of the following reading selections and mastery of their vocabulary: La ultima despedida, La familia: Tradicion y cambio, Las vecinas, Los hispanos en los Estados Unidos, Negrito, Los dos abuelos

September

October

In class study of Negrito focusing on the connotations of slang words which have racial and ethnic prejudices and how these shape the message of the poem.

Routine analysis and vocabulary practice of La ultima despedida, La familia, Las vecinas, Los hispanos en los Estados Unidos, Negrito, Los dos abuelos

Skills

Content

Month

The Williston Northampton School Ram , Karen / Spanish 4 Readings Honors / Grades 11,12 (Upper School)

Spanish 4 Honors: Readings & Composition

Pop quiz after students have prepared a reading but before discussing it: Students identify who are the principal characters of the story and what is their role; what is the point of view of the story? Vocabulary quiz coupled with true/ false statements which students must either affirm or disprove by copying directly

Note: All of the following assessment activities shall be henceforth denoted as a Reading Laboratory: Identify Subject matter, Tone, Purpose of Title, Author's purpose in writing the article, point of view, Theme, Methods of developing and organizing the subject matter; Students are given selected words from the article which are new to them and are asked to make intelligent guesses as to their meaning by recalling concepts learned from a reading by analyzing context in the sentence, grammatical function, prefixes and suffixes; Students are asked to identify which concepts from the new reading are ideas which they learned from the original article and which concepts are new, and whether or not there are contradictions between the two articles; 4.Students are given statements which may be true or false and are asked to copy directly from the text something which either corroborates the statement or disproves it; Students are asked to take one of the compound/complex sentences from the reading and reduce it to the simple sentences which make it up. ~

Students are given words new to them both singly and in the context of a sentence and are asked to identify their meaning by analyzing prefixes, suffixes, grammatical position and function. Students are asked to compare and contrast social pastimes between North Americans and Hispanics. San Fermfn y los toros: ~ 1. Students are given false statements related to the content of the reading and are asked to copy directly from the text those segments which disprove the false statements. Vocabulary quizzes which will always use of variety of techniques such as Spanish to English, English to Spanish; true or false, completion, matching, multiple choice ~

Assessment

Ay, papi, no seas coca colero: Routine analysis and practice of vocabulary; Students identify instances of irony, word play, puns, sarcasm, understatement,incongruities, and exaggeration in the reading selection; Students write sentences of selected vocabulary revealing they understand the meaning of the words and relating their sentences to the factual and thematic material of the reading selection; Based on vocabulary of Ay papi students are asked to form adverbs, use suffixes to create diminutive and augmentative forms; form adjectives from verbs, verbs from adjectives, and nouns from adjectives or verbs. Adios, Goodbye, goodbye, goodbye: Routine analysis and routine vocabulary practice; Students analyze use of contrasting examples and the proverb "No tan peludo no tan pelado," before stating the theme of the article; Students identify examples of techniques for humor in the reading selection; Students practice vocabulary and reading comprehension by using slash sentences; Students recall difficulties experienced by Hispanics adapting to the US culture as revealed in Negrito, Ay, papi, Adios, Goodbye then watch video: PBS ~ Plaza segment: Return to El Salvador, and enumerate the difficulties profiled there, relating these to the reading selections. Balada de los dos abuelos: Students compare and contrast the lives and experiences of the two grandfathers; students identify the symbols in the poem and explain their historical reference and their thematic meaning in the context of the poem. Outline the development of ideas in Amor, miedo, esperanza Reading comprehension and mastery of vocabulary of Penelope en sus bodas de plata, and De la misma marca; Students find idiomatic constructions in the context of the stories and translate these loosely into English; Students complete the Estudio de palabras from Penelope and in so doing practice skills of defining words in Spanish and guessing at the formation of related words, confirming these with a dictionary; Students complete the Guia de estudiar for De la misma marca, and in so doing clarify plot details and identify the meaning of new vocabulary by studying context.

Selections: Dos estilos de vida estudiantilö ôHablan los estudiantes Routine analysis and routine drill of vocabulary. Compare and contrast the systems Identify aspects seen as positives and those seen as negatives. ~ Reading selection: Vuelva Ud. manana Routine analysis and routine drill of vocabulary Comparing and contrasting stereotypical behavior of Hispanic and North american cultures. Outlining the development of Vuelva Ud. manana Finding examples of irony, understatement, hyperbole, stereotyping in Vuelva

Techniques for creating humor: use of irony, word plays, puns, sarcasm, understatement,incongruities, and exaggeration as revealed in the reading selection of Ay, papi, no seas coca colero. Understanding the function of every single word in a sentence Reinforcing understanding of prefixes and suffixes Identifying author's true position on an issue and learning not to read into a selection an unintended message based on the reader's background and particular beliefs and prejudices and doing so by mastering the selection Adios, Goodbye, goodbye, goodbye Understanding problems Hispanics face when adapting to the culture of the United States. Use of symbol to convey meaning: La balada de los dos abuelos and Tracing the line of development of argument in an article: Amor, miedo, y esperanza Reading comprehension and mastery of vocabulary of Penelope en sus bodas de plata and De la misma marca

Reading to understand cultural differences. Comparing and contrasting student life styles: North American and Hispanic. Selections: Dos estilos de vida estudiantil, Hablan los estudiantes Traveling in an Hispanic country: Reading selection: Vuelva Ud. manana

November

December

Selections: Dos estilos de vida estudiantil, Hablan los estudiantes Reading laboratory: Students given new readings and asked to compare and contrast these with the two selections from the text. True/ false items checking reading comprehension of Hablan los estudiantes Final exam: emphasis is on reading comprehension, knowledge of the concepts of the reading selections, ability to recognize and use vocabulary in context; ability to read something brand new though related to the themes presented

A. ôAy, papi, no seas coca coleroö ~ 1. Pop quiz: students are asked to explain why the young girl protagonist was upset. ~ 2. A series of false statements is given, and students are asked to copy directly from the text something which disproves each. ~ I-J. ôBalada de los dos abuelosö and ôProblemas del subdesarrolloö ~ 1. Students state which ôabueloö the author identifies with more and give proof for their position drawn from the poem. ~ 2. Students state which measures we have in our North American society for stating that something is ôcivilized, culturedö and which criteria measure being ôbackward, uncivilizedö. After so doing, imagine how Nicolßs GuillTn would respond to our measuring sticks. ~ A-J: Chapter test: ôLa presencia latinaö including ôAdi=s, Goodbye, goodbye, goodbye,ö ôNegrito,ö ôBalada de los dos abuelos,ö ôProblemas del subdesarrollo,ö ôEl video: Return to El Salvadorö ~ Test presumes mastery of the vocabulary of these readings; multiple choice sections require students to draw conclusions based on the concepts based on the readings; completion requires students to use the correct vocabulary in the context of the sentence and to put that vocabulary in the correct grammatical form given the context. ~ L. Comprehension checks on ôPenTlopeö and ôDe la misma marcaö ~ 1. ôDe la misma marcaö ~ a. Matching character with role played in the stories. ~ b. True/false statements testing plot details. ~ c. Vocabulary and comprehension quiz ~ 2. ôPenTlopeö Vocabulary and comprehension quiz ~ M. Selections: ôAmada, el aura dice,ö ôAnoche, so±T que ofa,ö ôCuadros y ßngulos,ö ôHombreö ~ Students identify for each poem: Subject matter, Who speaks with whom, Tone, Theme, Symbols and what they refer to; Other poetic devices and how they relate to theme. Students do this first in writing as part of homework, then compare answers in group discussion the next day. ~ ~ ~

from the text; students must identify who the characters are depicted in the accompanying text. Reading laboratory based on the concepts of La familia. Prior to class discussion of Los hispanos, students are to write a one sentence summary of the content of each paragraph in English.

Uses of ser and estar Review of the formation of the simple present tense Uses of the simple present tense Review of the formation of the progressive tenses Uses of the progressive tenses Constructions with hacer and simple present tense, and simple imperfect tense: Emphasizing duration of time and starting point Review of the formation of the simple future tense Uses of the simple future tense Review of the formation of the simple conditional tense Uses of the simple conditional tense Review of the formation of the perfect tenses

Use of Past Tenses in Narration Formation of the simple imperfect and the simple preterite tenses Uses of the imperfect and preterite tenses The mechanics for writing dialog, question and answer word order, and a review of the formal and familiar uses of the second person Impersonal verbs such as gustar, quedar, hacer falta,etc.

Uses of por and para

January

February

March

A. Students will take a test which will ask them to: supply the correct forms of imperfect and preterite tenses, identify the uses of these tenses as they are appear in the literary selection Una carta a dios, examine the context of each sentence to determine the appropriate use, identify that use, and then supply the correct form of the correct tense in person and number, translate from idiomatic English to idiomatic Spanish using the correct tense. Composition number three will ask students to take an event they celebrate traditionally with family or friends, tell how that was usually celebrated (imperfect tense), and then recount one occasion when things were different (preterite). Students will have been given a picture of a chaotic accident in the center of town. Each student will pretend he/she is a reporter and is interviewing one of the eye witnesses. This composition will be a minimum of 250 words. Mastery of impersonal verbs will be demonstrated in their writing.

The final drafts of the two compositions are evaluated according to rubrics which take into account: timely and thorough completion of each step of the process, requisites of the assignment are met, composition is well organized; paragraphs are well developed, the composition communicates readily to the reader, the composition is grammatically correct, vocabulary is varied and suited to the subject matter, the composition possesses style and flow, conventions of spelling and punctuation are met. The themes of the first two compositions are: l. A role reversal; the author pretends to be someone else he/she knows really well and tells of that person's life including routines, values, anecdotes, etc. Goal is to produce a first person composition, with verbs largely in the present tense but including reference to past and future events. The composition is to "show not tell" by using descriptive details, dialog, examples, and anecdotes. 2. A role reversal; the author this time pretends to be some historic Hispanic person of note who has died or is still alive. The author then tells the story of his or her life in a first person narrative (using the past tenses), and then at the conclusion of the composition, tells what he/she would have done differently if given a chance (use of the conditional tense). The compositions are to be a minimum of 450 words. Test on ser and estar which will demand that students use the correct form -- person and tense -and explain the use involved. Students will demonstrate mastery of this content and these skills by taking a test which calls for the formation of the tenses, translation of these tenses, identifying the uses of these tenses, and translating sentences in idiomatic English into idiomatic Spanish.

in class, comprehend it and discern meaning from context, and compare and contrast ideas presented earlier from readings in the text.

Completing teacher constructed exercises Students will demonstrate mastery of por and para by taking a test which will ask them to examine which ask students to examine context context, decide the appropriate use of por and para, state that use,and write the correct answer. before deciding the use of por or para, then Students will also translate from idiomatic English to idiomatic Spanish. state the particular use involved, and supply the correct answer. Performing exercises on por and para excerpted from other grammatical texts.

Students produce two compositions. Students hand in outline and rough draft for each composition. Errors are indicated and students identify the nature of their errors and make corrections. Students practice in class using dictionaries to arrive at the word desired by crosschecking, noting part of speech, responding to cognates, and/or recognizing words related to words they already know. Students practice in class looking up verb forms in the appendix, or locating tricky expression in problem words,or checking on a grammar point. Using study sheets, translation exercises, and exercises from the text, students will demonstrate knowledge of uses and forms of ser or estar, simple, and progressive tenses.

Ud. manana

Students will complete a teacher constructed work-packet which asks students to identify modes and their functions, clause formation, types of clauses, the formation of the present and imperfect tenses, and the agreement of tenses. Students will practice their skills in using subjunctive in adjective clauses by completing teacher constructed study sheets which ask students to examine the context, decide whether subjunctive is needed or not and state why, then supply the correct form of the verb: (correct mode, correct person, correct tense).

Students will practice the use of subjunctive after adverbial conjunctions which always use the subjunctive by translating sentences from idiomatic English to idiomatic Spanish. Students will practice the use of subjunctive after adverbial conjunctions of time by translating sentences from idiomatic English to idiomatic Spanish. Students will practice the use of subjunctive after adverbial conjunctions of manner, place and although by translating idiomatic English to idiomatic Spanish, by rewriting existing Spanish sentences to show the change in meaning subjunctive cause, Students will practice the skills needed to make a place come alive through the various stages of Composition Students will practice the use of subjunctive after adverbial conjunctions which express contrary to fact statements, and the nonuse of subjunctive when the conjunctions express possibility by translating sentences from idiomatic English to idiomatic Spanish. Students will practice the use of subjunctive in these four expressions by translating sentences from idiomatic English to idiomatic Spanish.

Review of modes, types of clauses, formation of present and imperfect subjunctive, agreement of tenses between independent and subordinate clauses. Review of uses and non-uses of subjunctive in noun clauses. Review of uses and non-uses of subjunctive in adjective clauses.

Review of adverbial conjunctions which always produce the subjunctive; use of the infinitive after a preposition. Review of adverbial conjunctions of time and use and non-use of subjunctive. Present the concept of past subjunctive after adverbs of time. Review the use of adverbial conjunctions of manner, place, and although. Personalizing a place through composition Review of the use of subjunctive in contrary to fact statements and the non-use of subjunctive in statements of possibility.

April

May

Students will demonstrate knowledge of these adverbial conjunctions by taking a quiz which requires them to list the conjunctions and their English meanings, and by examining the context of given sentences to determine whether subjunctive or an infinitive is required, and then by writing the correct answer. Students will demonstrate knowledge of these adverbial conjunctions by taking a quiz which requires them to list the conjunctions and their English meanings, and by examining the context of given sentences to determine whether subjunctive or an infinitive is required, and then by writing the correct answer. ~ Students will demonstrate mastery of the use of subjunctive and the non-use of subjunctive after adverbial conjunctions and in the four expressions by taking a test which will ask students to: ~ l. examine the context of individual sentences to determine the type of adverbial conjunction involved and whether or not the subjunctive is required, and to write the correct response. ~ 2. translate sentences from idiomatic English to idiomatic Spanish. Final draft of Composition: My hometown; the composition should be personalized through descriptions of places, anecdotes, and events of personal importance to the author. Final exam will be a written exam testing all uses and non-uses of the subjunctive, the uses of ser and estar, the uses of por and para, and the interrogatives.

Students will demonstrate knowledge and mastery of the formation of the subjunctive, agreement of tenses, use and non-use of subjunctive in noun and adjective clauses by taking a test requiring them to: produce correct subjunctive forms in the correct tenses; analyze context to decide the appropriate use or non-use of the subjunctive; translate sentences from idiomatic English which does not require subjunctive, to idiomatic Spanish which does.

Skills A. "El cuervo y el zorro" ~ l. Students identifiy and interpret symbols and personification and thus arrive at an understanding of the theme of the poem. ~ 2. Students discern and practice the meaning of new vocabulary by examining context and by explaining the words in Spanish through definition, use of antonym or synonym. ~ 3. Using this poem as a springboard, students will review steps in creating a composition: outlining, first draft, correcting errors on the first draft by using the "indice de errores" and presentation of final draft. ~ B. "The demonstratives" Students will demonstrate their understanding of when to use which demonstrative and the use of the correct forms in their written skills by completing study sheets and the exercises in the text, and their oral skills by doing the same with drills in class. C. From a list of words largely unfamiliar to the students, students will be asked to identify where the accent naturally falls and to indicate how many syllables are in the word. They will do this both orally and in writing. ~ D. Students will develop listening skills and the skills to respond to the listening format of the AP exam by listening and responding to dialogs 1, 2, 3 of the l989 exam. ~ l. Students will listen to each dialog however many times it takes until all understand the correct answer. ~ 2. Vocabulary that students hear but do not understand will be highlighted and explained. ~ 3. Teacher will ask additional listening comprehension questions of the students with every listening experience beyond the second. ~ 4. Students practice focusing attention on the listening by writing down the main points they hear. ~ 5. Students learn to identify the techniques used by the test makers in designing plausible distractors. ~ E. "Anuncios" Students will prepare a talk of 2/3 minutes on any subject of their choosing or given by the teacher. They may include props such as pictures, diagrams, music, demonstrations, etc. They are to face the students as they speak. They may have an index card outlining their oral presentation, but the goal is to eventually do away with all such prompts. During the course of the presentation, it is the classÆ responsibility to interrupt with questions or commentary. The purpose of the interruptions is to engage all students and to encourage a natural conversation among them all. For the presenter, such interruptions teach the individual to respond more spontaneously in Spanish. ~

Content

A. "El cuervo y el zorro," SOWR, pages 1-2. B. Chapter two of SOWR, the Demonstratives C. Rules of accent and syllabification ~ D. Anuncios: individual oral presentations which will be given daily by students on a rotating basis throughout the first three quarters. These are exercises in "Talking Spanish."

Month

September

The Williston Northampton School Garcia , Eugenio / AP Spanish Language / Grades 11,12 (Upper School)

AP Spanish

A. "El cuervo y el zorro" ~ 1. Students read a portion of the poem for oral assessment of pronunciation skills. ~ 2. Students will give an oral summary of the poem and give a literary analysis of the poem to practice their speaking skills and to show their comprehension of the poem. ~ 3. Students take a written quiz which requires them to show mastery of the new vocabulary and comprehension of the poem. Throughout the course vocabulary quizzes/ tests will employ the following techniques designed to illustrate mastery and comprehension of the vocabulary: ~ a. Students will give Spanish definitions of the words, or supply the new word by responding to a definition in Spanish. ~ b. Idiomatic expressions will require the students to give the colloquial English for a given expression or the colloquial English will be given and students must give the colloquial Spanish expression. ~ c. From a "word bank," students will be asked to fill in the correct word in the correct grammatical form in sentences which will often relate to the reading selection but shall be constructed in parallel language and using compound complex sentences calling for answers in a variety of verbal modes and tenses. ~ d. Students shall indicate the correct use of the word by circling "Si or No" if the underlined word is used appropriately in a given sentence. ~ e. Students shall show reading comprehension and mastery of vocabulary by selecting the right choice in a traditional multiple choice format. f. Students shall indicate vocabulary mastery by selecting the right choice in a traditional matching format. ~ g. Students shall translate underlined words in a paragraph (either into English or Spanish) showing not only mastery of vocabulary but also reading comprehension by translating mode and tense as well. ~ 4. Students will rewrite a composition: Una experiencia personal "con la adulacion": hay que escoger una anecdota de como alquien utiliz≤ la adulacion para enganarle a Ud. o a otro para conseguir lo que queria;a. ~ B. ôThe Demonstrativacion Students will demonstrate their understanding of the demonstratives and the use of the correct forms by taking a written test which will ~ l. call for the correct form by examining the context of sentences; ~ 2. ask them to translate from colloquial English to colloquial Spanish. ~ 3. ask them to translate from colloquial Spanish to colloquial english. ~ From a list of words largely unfamiliar to the students, students will be asked to identify where the accent naturally falls and to indicate how many syllables are in the word. They will do this in writing. ~ D. At this stage of the course there is no assessment for grade of the developing listening skills. ~ E. Anuncios:ö As the presenter talks, the teacher evaluates using a rubrics grid which takes into account l) the degree to which the individual has communicated in Spanish an understanding of the topic; 2) range and appropriate use of vocabulary; 3) accurate pronunciation; 4) correct use of verbs; 5) correct use of basic

Assessment

A. ôPresent tenseö From henceforth, all review and drill work of verb tenses will require exercise of oral and written skills by asking students to: ~ l. give the correct form when prompted by subject clue; ~ 2. give the correct form in response to question; ~ 3. create the question form when prompted by the answer; ~ 4. identify the infinitive when prompted by a verb in the present tense. ~ ESPA╤OL: Advanced Placement Spanish Language page 5 ~ ~ 5. identify all the irregularites of a given infinitive by code.B. ôNadaö ~ 1. Students will practice oral skills and show reading comprehension by identifying the number of characters involved in the scene, their relationship to each other, the source of the conflict, and the tone of the passage. ~ 2. Students will take note of the punctuation used to indicate change of speaker in a dialog and techniques used to identify who is speaking at any given time. ~ 3. Students will practice reading comprehension skills and skills of expanding vocabulary by discerning meaning of new words from context and by supplying Spanish definitions of the new words. ~ C. Review and drill work on preterite. (See A above under Skills) ~ D. Review and drill work on imperfect. (See A above under Skills) ~ E. Future tense ~ l. Review and drill work in future tense (See A above under Skills) ~ 2. Practice of the various uses of the future tense by completing written translation exercises from colloquial English to colloquial Spanish. ~ F. Conditional tense ~ l. Review and drill work in conditional tense (See A above under Skills) ~ 2. Practice of the various uses of the conditional tense through written translation exercises from colloquial English to colloquial Spanish. ~ G. The perfect tenses ~ l. Review and drill work in perfect tenses. (See A above under Skills.) ~ 2. Practice of the meaning of these tenses by random translations from English into Spanish and vice versa. ~ H. Students illustrate their understanding of ôsaber and conocerö by completing a worksheet choosing between the two verbs according to the context. Reading comprehension skills are exercised. ~ ~

A. Progressive tenses: ~ 1. Review and drill of the formation of the progressive tense; practice of the meanings of the progressive tenses by translating from English into Spanish. ~ 2. Paired oral practices contrasting the meaning and use of the progressive and perfect tenses: Example: &Estßs haciendo la tarea ahora? No, ya la he hecho. ~ B. Otros auxiliares con el progresivo Students do oral and written drills practicing translating from English to Spanish and vice versa, and answering questions by using an alternate

A. Thorough review of formation of present tense, indicative mode: regular verbs including the ôvosotros,ö irregular, stem-changing, orthographic changing. ~ B. Reading selection from Nada, SOWR, page 205. ~ C. Thorough review of the formation of preterite tense: regular verbs, irregular, stem changing, and orthographic changing. ~ D. Thorough review of formation of the imperfect tense, indicative mode: regular verbs and irregular. ~ E. Future tense ~ l. Thorough review of the formation of the future tense, regular and irregular verbs. ~ 2. Uses of the future tense in Spanish. ~ a. for the more remote future; (use of simple present tense for immediate future.) ~ b. as commands; ~ c. as a way to express probablity, ôguessing about whatÆs going on in the present ~ F. Conditional tense ~ 1. Thorough review of the formation of the conditional tense, regular and irregular verbs. ~ 2. Uses of the conditional tense in Spanish ~ a. To express the ôFuturo negado:ö I would go but I donÆt have the money. ~ b. To express the tense of an action in the past which was future to a prior action in the past: He said he would accompany to the dance. ~ c. To express probability, ôguessing about what happened in the past.ö ~ d. To express courtesy: I would very much like to accompany you to the dance. ~ G. A review of the perfect tenses: present perfect, preterite perfect, pluperfect, future perfect and conditional perfect, including all irregularites in the formation of the past participle. ~ ~ I. Review of the differences between ôsaber and conocerö ~ J. Uses of the past participle as adjective or as part of the formation of perfect tenses. ~ K. Listening practice:

A. Formation of the progressive tenses: present progressive, preterite progressive, imperfect progressive, future progressive and conditional progressive, as well as the formation of the gerundio, regular, irregular, stem-changing, and orthographic changing. ~ B. Use of otros auxiliares to form the progressive. Examples: yo voy/ando/ entro/ salgo/ huyo/ vengo/ sigo/ paso/ me quedo + gritando ~ C. Use of infinitive after a preposition ~ D. Review of pronouns: reflexive, direct and indirect object pronouns, and the positions of these with respect to infinitives and gerund forms.

October

November

A-D plus G and J from October: Written test of perfect and progressive tenses (formation and meanings); use of alternate helping verbs with progressives; uses of the past participle and use of the infinitive after a preposition. Students will give requested forms by responding to the prompts of the names of the tenses and then translate these to English; students will demonstrate uses of past participle and the use of the infinitive after a preposition by examining sentences and determining what is needed in the context. ~ E. F. Listening: Long lecture;

A. Students will demonstrate mastery of the present tense forms by taking a written test. Henceforth, all written tests of verb formations will ask students to: ~ l. give the correct form when prompted by subject clue; ~ 2. give the correct form in response to question; ~ 3. create the question form when prompted by the answer; ~ 4. identify the infinitive when prompted by a verb in the present tense. ~ 5. identify all the irregularites of a given infinitive by code. ~ B. ôNadaö ~ 1. Students will read aloud from the selection to illustrate mastery of pronunciation. ~ 2. Students will record oral summaries of ôNadaö and offer literary analysis as a demonstration of their oral skills, mastery of the vocabulary and comprehension of the reading selection. ~ 3. Students will demonstrate reading comprehension and vocabulary mastery by taking a written quiz. ~ 4. Students will practice compositional skills by writing a composition based on ôNada.ö The composition will involve a disagreement or misunderstanding among three people and must include dialog as well as narrative. Students will demonstrate their ability to write correct dialog, to maintain clarity of point of view, to use narrative to move the anecdote along, and to correctly use familiar and formal uses of the second person. ~ C. A written quiz of the formation of the all irregularities of the preterite. ~ C-F: A written test of the formation of the preterite,imperfect, future and conditional ~ tenses (See A above under Assessments); a test of the uses of future and conditional by asking students to translate from colloquial English to colloquial Spanish and vice versa. ~ G. Written test on the perfect tenses is postponed until the progressive tenses have been covered in November. ~ H. ôSaber and conocerö Mastery of these two verbs will be informally assessed throughout the course by monitoring student use of these words. ~ J. Formal assessment of the uses of the past participle is postponed until a test of the perfect and progressive tenses in November. ~ K. Collect student sheets and score as a practice listening quiz. Discuss test-taking strategies with students. ~ ~

grammatical structures; 6) correct use of more sophisticated grammatical constructions; 7) la soltura or fluency and ease in speaking. ~ At the same time, the teacher makes note of which students participate in the commentary and discussion following. ~ ~

Review rules for accent and syllabification as these apply when pronouns are attached to these verbal forms. ~ E. Listening practice: Narratives 1 and 2 of the l989 AP exam. ~ F. . Reading selection, Le dije:es la vida y no la vi 旦 SOWR, PAGES 46-49. ~ g Review of the formation of the present and imperfect subjunctive, regular and irregular forms, stemchanging, and orthographic problems; progressive and perfect forms of the subjunctive and the writing of a verb synopsis in the subjunctive. ~ h. Review of agreement of tenses between indicative and subjunctive modes. ~ i. Review of the use and non-use of subjuntive in noun clauses. ~ j. Review of the use and non-use of subjunctive in adjective clauses. ~ k. Reading selection, Las manzanas y el fuego del oto単o, pages 213-216, SOWR. ~ L. Review of subjunctive in adverbial clauses: l) Adverbial conjunctions which always require the subjunctive; 2) Adverbial conjunctions of time; 3) Adverbial conjunctions of manner, place and aunque; and 4) Adverbial conjunctions which express contrary to fact statements. ~ ~

helping verb. Example: 8;Trabajas? y sigo trabajando. ~ C. Use of infinitive after a preposition: Students will practice this with oral and written drills translating from idiomatic English to idiomatic Spanish. ~ D. Pronouns with infinitives and gerunds: students will practice the placement of these pronouns in oral and written drills. Written drills will emphasize placement of accent. ~ E. Listening exercise: narratives 1 and 2 from l989 AP exam ~ l. Students will listen to each narrative however many times it takes until all understand the correct answer. ~ 2. Vocabulary that students hear but do not understand will be highlighted and explained. ~ 3. Teacher will ask additional listening comprehension questions of the students with every listening experience beyond the second. ~ 4. Students practice focusing attention on the listening by writing down the main points they hear. ~ 5. Students learn to identify the techniques used by the test makers in designing plausible distractors. ~ F. Listening: long lecture from l989 AP exam: students will practice taking notes during the lecture, then complete the answer sheet. ~ G. Le dije: ~ 1. Students will practice oral skills by summarizing plot elements and analyzing literary elements of the story such as tone, setting, theme, character development. ~ 2. Students will practice vocabulary development by completing a vocabulary worksheet which asks the students to identify part of speech, meaning in English, and a related vocabulary word in Spanish. ~ Example: l. tejer 1. verbo l. to weave 1. los tejidos ~ 3. Students will practice comprehension and vocabulary skills by writing sentences using new vocabulary and recapping plot elements of the story. ~ 4. Students will practice compositional skills by using the story (Le dije) as a springboard. ~ H. Oral and written review and drill of present and imperfect subjunctive forms; practice writing synopses of verbs in the subjunctive. ~ Oral paired practice of answering questions utilizing present and past subjunctive. ~ I. Agreement of tenses: students will complete written study sheets calling for them to use the correct subjunctive tense given the tense in the independent clause. ~ J. Use and nonuse of subjunctive in noun clauses: Extensive written and oral practice ~ of the use and non-use of subjunctive in noun clauses. Reading comprehension is exercised as students must understand the context in order to make the correct decision. ~ K. Use and non-use of subjunctive in adjective clauses: Extensive written and oral practice of the use and non-use of subjunctive in adjective clauses. Reading comprehension is exercised as students must understand the context in order to make the correct decision. ~ L. Las manzanas y el fuego del oto単o ~ 1. Students will practice oral skills by summarizing plot elements and analyzing literary elements of the story such as tone, setting, theme, character development. ~ 2. Students will practice vocabulary development by giving the new word when prompted by definitions in Spanish. ~ 3. Students will practice vocabulary development and reading comprehension by writing sentences using the new vocabulary and reflecting plot elements of the story. ~ story. ~ M. Review of subjunctive in adverbial clauses: extensive written and oral practice using exercises excerpted from other sources to reinforce mastery of the use of subjunctive in adverbial clauses. ~ ~

teacher will collect anwers and score them as a practice listening test. ~ G. Le dije ~ 1. Students will demonstrate reading comprehension and mastery of vocabulary by taking a written test. ~ 2. Students will demonstrate compositional skills by writing a flashback theme. ~ They will choose a frame or a trigger which makes the narrator think of a person from his/her past that no longer figures importantly in his/her life. The author will recount anecdotes from the past, then return to the present, offering a perspective on that person importance in the authors life. The composition will require that students move among a variety of tenses, maintain consistency of point of view, and provide for a logical entry and exit into and out of the flashback. ~ H-I. Formation of the subjunctive and agreement of tenses: Written test calling for the formations of the subjunctive and the correct tense given the context of sentences. ~ J, K, M: Assessment of mastery of the use and non-use of subjunctive is postponed until a more comprehensive test of the subjunctive in December. ~ L. Las manzanas y el fuego de oto単o will be included in the final oral and written exam at the end of the semester. ~ ~ ~

A. Practice of the four idiomatic uses of the subjunctive: students will practice these uses with a variety of written study sheets specifically designed to utilize the subjunctive and at the same time reinforce vocabulary recently presented. ~ B. What tense, what mode: students will receive plenty of oral and written exercises which ask them to discern the appropriate mode, tense, and subject given the context. ~ C. ~ l. Students will practice their oral skills by summarizing plot, analyzing symbols, themes, tone, setting, and levels of meaning. ~ 2. Reading comprehension skills will be revealed as students discuss the plot and meaning of the story. ~ 3. Students will practice new vocabulary by supplying the word when Spanish definitions are offered. ~ ~

A. Personal pronouns ~ l. Students will practice the concepts of this chapter by completing all written and oral exercises in this chapter. ~ 2. Oral practice of direct and indirect objects. Students answer questions using appropriate pronouns: Example: ┐Os lo enseñé bien? Sφ, Ud. nos lo enseñó bien. ~ 3. Oral practice of direct and indirect object pronouns by translating from English into Spanish. Example: We met her: La conocimos. ~ 4. Oral practice of reflexives to express each other by translating English into Spanish. ~ 5. Written practice of reflexives: students examine context to decide whether the verb is to be used reflexively or not. ~ 6. Students practice the new vocabulary presented in the chapter by using it in written and oral exercises.B. Héctor Max ~ l. Students will practice their oral skills by summarizing plot, analyzing symbols, themes, tone, setting, and levels of meaning. ~ 2. Reading comprehension skills will be revealed as students discuss the plot and meaning of the story. ~ 3. Students will practice new vocabulary by supplying the word when Spanish definitions are offered. ~ 4. Students will practice compositional skills by writing a theme based on Héctor Max ~ C. Listening exercise, D. La historia oficial Henceforth the following skills and practices will be used when viewing La historia oficial: ~ l. Students will get ready to view and listen by preparing vocabulary, quotations and questions from the study guide the night before. This will increase their readiness for auditory comprehension. ~ 2. Each scene will be first presented in its entirety so students get a global view. ~ 3. Then segments will be played repeatedly and students will be asked to repeat word for word what they hear. ~ 4. Scenes will be replayed until students are satisfied that they can answer the

A. Review of the four idiomatic uses of the subjunctive: ~ l) with quizás, tal vez, and acaso;~ 2) constructions of Let/ Let's;3) Regardless, irregardless, whatever: Example: Cueste lo que cueste, no lo voy a pagar. ~ 4) No matter how much/ how little, how hard, etc. Example: Por mucho que estudie, no sale bien nunca. ~ B. Review of what tense and what mode to use when, after examining the context. Review of the clues which indicate what tense to use; review of differences between preterite and imperfect. ~

A. Chapter 3, Personal pronouns, SOWR, plus review of reflexive pronouns, forms and uses. ~ B. Reading selection, Héctor Max, from fourth edition of SOWR, pages 115-116. ~ C. Listening exercise: Video, Movie: La historia oficial ~ l. Historical background will be presented. ~ 2. Study guides will be presented. ~ E. AP Spanish: Preparing for the Language Examination, sections 1-6, pages 90-95.Reading comprehension sections. ~

December

January

A. Chapter 3, Personal pronouns: Students will take separate tests on the vocabulary and the grammar of this chapter. ~ In the test, students will be asked to translate from colloquial English into colloquial Spanish. They will also answer questions requiring them to convert objects into appropriate pronouns. ~ B. Héctor Max ~ 1. Students will read aloud from the selection to illustrate mastery of pronunciation. ~ 2. Students will record oral summaries of ôHΘctor Maxö and offer literary analysis as a demonstration of their oral skills, mastery of the vocabulary and comprehension of the reading selection. ~ 3. Students will demonstrate reading comprehension and vocabulary mastery by taking a written quiz. ~ 4. Students will illustrate listening comprehension by taking a dictation based on the reading selection ~ 5.Students will demonstrate compositional skills by writing a composition about a friendship from early years that disolved because of differences of values, an argument, going along different paths, or some other motive. The composition will require that students move between tenses and as they reflect now upon the past, expressing their emotions, subjunctive will be required. ~ C. Students will listen/watch the video following the instructions on the accompanying study guide and write their responses on the answer sheet. Teacher will give additional questions to be answered. Answer sheets will be scored. ~ D. La historia oficialö After every 4-6 scenes: Oral quizzes: Henceforth, all oral quizzes on La historia oficial, will follow the same format: ~ 1. Students will summarize each scene in as much detail as possible using as much of the new vocabulary as possible. ~ 2. One student will begin giving one bit of information; the next student will continue. Students will be penalized in the scoring if they jump ahead or repeat something someone has already said. At the conclusion of the summary,

A (December) and J, K, and M of November: A comprehensive test of the uses and non- uses of the subjunctive. Concepts of the subjunctive, formations, and agreement of tenses will be tested and will rely on the reading comprehension abilities of the students to analyze the context. ~ ~ ~ FIRST SEMESTER FINAL EXAM: ~ 1. Oral skills: Las manzanas y el fuego de otoño, a. Students will select a passage of one minute duration to read aloud for pronunciation, fluency, and expression. ~ b. Students will summarize the plot of the story. ~ c. Students will analyze the story according to themes, symbols, techniques, tone, setting, etc.2. Written and comprehension skills ~ a. Students will have one hundred sentences and must write the verb in the correct mode, tense and person. ~ b. Students will examine sentences and decide the appropriate demonstrative to use. ~ c. Students will translate sentences from English to Spanish showing their understanding of the appropriate demonstrative to use. ~ d. Students will take a test showing mastery of vocabulary and comprehension of Las manzanas y el fuego de otoño.

A. Possessives: students will practice accurate use of possessive adjectives and pronouns with oral and written exercises from the chapter text, and using teacher constructed study sheets. ~ B. Reading selection, ôEl extra±o caso de la asesina fumadora:ö ~ 1. Students will practice speaking skills by summarizing the plot of the story in class. ~ 2. Students will practice writing skills utilizing the new vocabulary l) by giving the new word for the Spanish definitions, 2) by composing sentences which use the new vocabulary and relate to the content of the story; and 3) by translating idiomatic English into idiomatic Spanish. ~ 3. Students will practice compositional skills by writing a story which explains the ôAsesinaÆsö point of view. ~ C. ôLa Historia Oficial,ö see skills for January, D.D. Adverbs: Students will have written reinforcement of the content learned in Chapter 11 by doing all exercises in the chapter and by completing teacher-constructed worksheets. They will have oral reinforcement by translating idiomatic expressions from English to Spanish. ~

A. Dialogs from Vida Hispana Moderna: ~ 1. Students will listen to the dialogs as many times as they wish as part of homework exercise. ~ 2. Students will prepare answers to questions about the dialogs. ~ B. AP cassettes: Students will listen to the dialogs as part of homework; they may listen as many times as they wish in order to answer their questions. They are to make a list of vocabulary items which impede comprehension. ~ C. Adjectives ~ Students will practice learned concepts orally and in writing by completing all exercises in the chapter and be completing teachingconstructed worksheets. ~ ~

A. Chapter 6, Possessives, SOWR. ~ B. Reading selection, El extraño caso de la asesina fumadora, pages 135-137. ~ C. Continuing and concluding study of "La historia oficial" ~ D. Chapter 11, Adverbs ~ ~

A. Listening and speaking exercises based on dialogs on cassettes from Vida Hispana Moderna. Students will be alerted to pronunciation differences in class and introduced to the new vocabulary they will encounter. (Interviews with Manuel, Cleofas, Margarita and AndrTs) ~ B. Listening exercises: AP Spanish: Preparing for the Language Examination,cassettes, dialogs 1-10. ~ C. Chapter 7, Adjectives, SOWR ~ ~

February

March

questions. ~ E. Reading comprehension in AP Spanish ~ l. Students will be given tips for doing these sections of the AP exam: l) Read questions first but not the answers; 2) Read selection straight through; 3) Read questions and find the context in the reading selection that contains the answer; 4) Express the answer in your own words; and 5) Choose the answer that is closest to your answer. ~ 2. Students will practice these techniques as they read. ~ 3. Students will build a vocabulary list for each reading selection which includes those words the knowledge of which is necessary to complete the exercise. ~ ~

A. Dialogs from Vida Hispana Moderna: ~ 1. Oral quiz after each ~ a. Students will summarize each interview in as much detail as possible using as much of the new vocabulary as possible. ~ b. One student will begin giving one bit of information; the next student will continue. Students will be penalized in the scoring if they jump ahead or repeat something someone has already said. At the conclusion of the summary, students will be asked to interpret and react to the interviews, and compare and contrast cultural concepts to those of the United States.. ~ c. As students speak they will be scored on the basis of l) speaking in complete sentences or expressing whole thoughts; 2) quality of grammar; 3) range of vocabulary and appropriate use; 4) fluency; 5) personal and original interpretations of what has been heard. ~ 2. Dialogs from Vida Moderna Hispana: written quizzes will assess vocabulary mastery and comprehension of the material in each interview.B. AP cassettes: answers will be collected and scored and the grade noted in the homework column in the gradebook. ~ C. Adjectives: students will illustrate mastery of concepts and vocabulary of the chapter by taking a written test: ~ ~

A. Possessives: written test. ~ B. Composition: Students will write the ôAsesinaÆsö point of view explaining all the missing information in the story. page 14 ~ ~ C. ôLa Historia Oficial,ö see Assessment for January, D. ~ D. Adverbs: Written test on Chapter 11, concentrating on reading comprehension skills when asking students to supply the correct forms by examining context, and writing skills by asking students to translate from idiomatic English to idiomatic Spanish. ~ ~

students will be asked to interpret and react to the scenes they have viewed. ~ 3. As students speak they will be scored on the basis of l) speaking in complete sentences or expressing whole thoughts; 2) quality of grammar; 3) range of vocabulary and appropriate use; 4) fluency; 5) personal and original interpretations of what has been seen. ~ E. Reading selections from AP Spanish Language: teacher will collect texts and score the responses giving a grade as an indicator of progress made in reading comprehension. ~ ~ ~

A. Continuing practice of listening and speaking skills as described in March Skills, A. ~ B. Imperative forms ~ 1. Oral practice giving commands as directed. Oral practice going from affirmative commands with pronouns to negative and vice-versa. ~ 2. Written practice giving commands as directed. Written practice going from affirmative commands with pronouns to negative and vice-versa. Accompanying exercises from text, pages 319-320. ~ C. Composition #11: students are given tips on how to approach the composition assignment on the AP ~ D. Units 5-8 of AP: Techniques for taking these sections of the AP will be discussed and practiced while at the same time students will be reminded of grammatical rules learned over the years. ~ E. Dialogs 1116: students will listen to the dialogs and write their answers in the test booklets. ~ F. Unit 12 of AP: Students will receive tips on how to respond to this section of the AP test and will practice giving 20 second responses. ~ ~ ~

A. Continued practice for the AP exam using AP Spanish: ~ 1. Continued in-class practice of giving 20 second responses: Unit 12 ~ 2. Continued in-class practice of units 5,6, 7, 8 and 9. ~ 3. Practice describing pictures and recording responses as directed in Unit 11. ~ 4. Listening practice: AP cassettes, Narratives 1-8; dialgos 1-7, and remaining narratives. ~ B. Using Spanish to appreciate cultural realities ~ 1. Three views of Peru ~ a. ôLa muralla verdeö ~ Students practice listening skills while developing the skills to understand and appreciate this difficult foreign film. ôKentischani y Chavaajaö ~ 1) Students practice reading skills by reading the script prior to viewing the film. ~ 2) Students practice listening comprehension skills by viewing the film. ~ c. South American Close Up: Peru ~ Students will be able to draw conclusions about political, ethnic and geographic barriers to Peruvian unity upon viewing the last of the video experiences. ~ 2. ôPapß y mamßö ~ a. Students will practice reading comprehension skills as they read the story. ~ b. Students will practice oral skills as they summarize the story and analyze its theme, tone, and symbols. ~ ~ ~

A. Continuing study of interviews on cassettes from Vida Moderna Hispana. ~ B. Imperative forms: familiar (including vosotros) and formal; affirmative and negative; placement of reflexive and object pronouns. Review of ôLetÆsö commands concentrating on commands such as ôSentTmonos, LevantTmonos, etc.ö ~ C. Composition theme #11 AP Spanish, page 165. ~ D. Units 5, 6, 7, 8 of AP Spanish ~ E. Listening exercises: AP Spanish: Preparing for the Language Examination,cassettes, dialogs 11-16. ~ F. Unit 12, of AP Spanish ~ ~

A. Continued practice for the AP exam using AP Spanish. ~ B. After the AP exam: ôUsing Spanish to understand a different cultural realityö ~ l. Three views of Peru ~ a. Movie: La Muralla Verde ~ 1) Background material on the geography of Peru and the Agrarianreform. ~ 2) Background material on viewing foreign films which concentrate on communicating visually, not so much with dialog. ~ 3) Explanation of the structure of the movie: the action of one day interspersed apparently randomly with flashbacks which give the background on the protagonists. ~ b. Movie: Kentischani y Chavaaja ~ Background on the conflict between Peruvian army and the Shining Path movement. (See c. below.) c. Clip from PBS documentary: Americas: segment: ôFire in the Mind,ö clip showing the growth of the Shining Path movement. ~ d. Documentary from Maryknoll World Productions: ôSouth America Close- up: Peruö ~ 2. Insight into ômachismoö through the story Papß y mamß by Eduardio Barrios ~ found in Cambios: La cultura hispßnica, Heinle and Heinle, l983. pages 120- 126. ~ ~ ~

April

May

A. Continued practice for the AP exam ~ 1. In class evaluation of 20 second responses. ~ 2. In-class correction of errors in units 5, 6, 7, 8 and 9. ~ 3. Grading of oral responses using the rubrics in the AP text at the beginning of this unit. ~ 4. Oral correcting of these exercises in class; clarification of misunderstandings. ~ B. Three views of Peru ôLa muralla verdeö ~ Students illustrate compositional skills as well as their understanding of the movie by writing two short compositions: ~ a. A summary of the action of the first part of the movie and identification and interpretation of symbols which appear. ~ b. The movie has as its purpose to make its viewers understand and experience cultural as well as universal realities. What are those realities and how does the movie make its viewers see these?B. 1 and 2: Final exam ~ l. Oral skills ~ a. Students will select a passage from ôPapß y mamßö to read for pronunciation, fluency and expression. ~ b. Students will summarize the plot of the story and then analyze the story from a literary standpoint. ~ 2. Reading and comprehension skills: Students will take a written test on the vocabulary and comprehension of the story ôPapß y mamß.ö ~ 3. Writing skills: Students will write a composition addressing the barriers to unity and communication in Peru as seen in the film experiences, citing examples and suggesting possible solutions, especially that presented by ôKentischani y Chavaaja.ö ~ ~ ~

A. Continuing assessment of speaking and writing skills as described March, Assessments, A. ~ B. Commands: Written test which calls for the formation of a variety of commands including vosotros, negative and affirmative. ~ C. Composition #11: Students write the composition and then are evaluatated according to the AP rubrics given at the beginning of this section in the AP book. ~ D. Units 5-8 of AP: student mastery of these techniques will be shown on the AP test. ~ E. Dialogs 1116; answers will be graded and scored and marked in the homework section of the gradebook. ~ F. Unit 12 of AP: After students give 20 second responses, classmates will analyze what grammatical structure the question was phrased to elicit and will analyze the mistakes the student made. ~ ~

(Only Chinese 1-3 since program was several years old in 2009)

2009 CHINESE CURRICULUM MAPS

December

November

October

and

measure words

suffix

names of

and its locations.

Cultural context – Chinese family structure and one child policy

Introduce radical of

Lesson 6 Proposition of family members;

Cultural context – Chinese address forms

Introduce radical of

adverb

measure word

Verb / sentences; question word Vocabulary - school related vocabulary

Lesson 4 and 5 Pronouns of

Culture: Chinese sir names

adverb

the interrogative pronoun of and Vocabulary – countries, nationalities

Introduction of radicals and basic parts such as

Lesson 2 and 3 Pronoun of conjunction of verbs of and languages,

Lesson 1 Common expressions of greetings; the verb the adverb and major pronouns: Cultural context: ways of greetings

Chinese pinyin system: initials, finals and tones; Chinese writing system: strokes, order and basic one-semantic-unit characters Classroom expressions.

Self introduction, talk about one’s family;

introduce people, talk about what people own

Ask and answer what something is, talk about courses;

Find out someone’s nationality, languages.

Exchange names, get to know each other, find out who someone else is;

Project: create a self-intro song and a family tree

Test - lesson 6

Quiz on family member names and numbers;

Test on Lesson 4 and 5; Project: making a Chinese address book.

Test - lesson 2 and lesson 3 - includes dictation of country name and languages.

Pronounce characters using pinyin, write characters in correct Oral quiz on pinyin, dictation on characters, order, greet one another following culture gestures, use verb to ask and answer one’s identity, understand basic classroom Test - lesson 1 expressions.

Introduction of Chinese language, Chinese I course, text book, work load and requirement;

September

Assessment

Skills

Content

Month

The Williston Northampton School Dan Zhao/ Chinese 1 / Grades 9,10,11 (Upper School)

Chinese 1

April

March

February

January

the rule of writing address, numbers 0-10 compare

measure

measure words of

Aux of

lesson 13 Vocabulary of clothes and related measure words adverbs of conjunctions of and ; expressions of

Cultural context – car culture in China

Lesson 12 Make a request by using adverbs of Vocabulary of cars;

Cultural context - in a Chinese restaurant and Chinese cuisine

Vocabulary for dining and food;

Lesson 11 Expressions with ; questions with make choices

Cultural context – writing a letter; high schooler’s life and college student’s life

Lesson 10 Vocabularies of time and date; adverbs of word of the present tense in Chinese

Cultural context: Chinese people on the phone and telecommunications in China

Lesson 9 Vocabulary – Making phone calls; ask and answer what a person is doing right now. Adverbs of prepositions of

Cultural context – Meals in China and East Asian food

Lesson 8 More yes/ no questions---A A question, adverb of expression of wish, plans and invitations with responses, vocabularies of meals names

Cultural content: Chinese housing

Lesson 7 Verb and

Shopping conversations on prices, clothing choices, colors; ask for and provide opinions distinguish difference between and

Use auxiliary words to talk about request and ability, possibility and permission. Distinguish between and while giving permissions and suggestions.

Oral activity of shopping, quiz on clothes vocabularies, colors, and measure words. Chinese

Oral activity of borrowing things; Vocabulary quiz; Test - Lesson 12;

Test – lesson 11

Project of making your menu

Express one’s wish and feelings using understand menu

; Read and

Quiz – food vocabulary;

Test – lesson 10

Project of A person and his schedule

Quiz – time and date;

Song making of

Act-out competition of handling phone calls

Test – lesson 9

Quiz -- on names of all meals Test – lesson 8

Quiz – on numbers 0-100 Project of making oneself a name card Test – lesson 7

Order food at a restaurant; ask and answer one’s choices

Talk about time and date, describe daily schedule, write letters in Chinese

Making a phone call; handle a call in various situations, ask and answer what a person is doing;

Talk about plans and extend invitations and responses

Ask and answer one’s address and phone number, describe briefly a place

Exam: Chapters 1-6

May

Quiz on days of the week; Test

November

Master of the future tense; Use to put things in a logical order; Be able to describe a place and talk about travel plans;

Lesson 18 Grammar: present; ; structure; the use of in expressions of transportation Vocabulary: transportation

cultural context; transportation for travel in China

Master the use of and Be able to talk about climate in one’s home country and what one is to do soon.

Lesson 17 Grammar: future tense---something that will happen soon; vocabularies of weather and seasons; structure Cultural context: climate in China and its festivals.

question; A A

Answer questions orally; Describe pictures; Writing compositions using future tense; Readings; listening exercise; Quizzes; Test; travel plan report;

Board writing of vocabularies; describe a picture, reading, exercise of writing and listening; test

Answer questions orally; Describe a picture; Writing compositions; tests; readings; quizzes; listening exercise; guessing game of who is the person; Master the use of verb+ +adverb/ adjective; Be able to ask and answer questions about one’s hobbies and exercises;

Lesson 16 Grammar: structure; + question; vocabularies of sports Cultural context: Sports in China

October

Answer questions orally; Describe pictures/ draw pictures based on an oral description; board writing, composition of Williston or one’s house or dorm Quizzes; Test;

Master the expressions of locations; Be able to use ; Describe locations of people and things; How to ask a location; Discuss of one’s house or apartment.

Lesson 15 Grammar: the use of , , in describing a location, nouns of locations

September

Cultural context Chinese housing situation and fengshui culture

Assessment

Skills

Content

Exam on chapters 6-13

Song of lesson 14;

fashion show; Test: lesson 13

Month

The Williston Northampton School Zhao, Dan/ Chinese 2 / Grades 9,10,11 (Upper School)

Chinese 2

Cultural context – Chinese Zodiac, birthday culture

Chapter 14 - Vocabulary – days of the week, age, birthday party; extend Extend and accept invitations, talk about people’s birthday party and accept invitation; preposition of auxiliary of review numbers 0- and giving gifts; learn to write dairy in Chinese 100; review giving address

Culture context – Chinese traditional clothing and Chinese currency RMB

wish,

March

February

January

December

Chinese traditional activities

Moving for Chinese and

Culture: Beijing opera, the four great classical Chinese novels; idiom story or

Lesson 2 Grammar: two structure, the aspect of the experiential aspect Vocabulary: theatre and opera;

Cultural context: Idiom story Fengshui

Lesson 1 Chinese Intermediate book Grammar: resultative complement structure and resultative complement

Cultural context: Idiom story Fengshui

Lesson 1 Chinese Intermediate book Grammar: resultative complement structure and resultative complement

Cultural context: Shanghai

Lesson 22 Grammar: review measure words; review conjunctions; Vocabulary: words to describe a city

Cultural context: Travel in China

structure with in talking

Be able to use to describe an event; understand and be able to use two structure, Mastery of vocabulary of opera

Be able to give instruction by using resultative complements; master about order;

Be able to talk about one’s current situation; write emails; describe a place; be able to talk about one’s colleagues and bosses; master all measure words learned and all conjunctions learned

Master the use of ; be able to talk about future plan; be able to express wishes use

structure;

Lesson 21 Grammar: future tense; use of review … review use of review

…

Master structure; be able to describe an action by using directional complement; communication of renting an apartment.

Lesson 20 Grammar: structure directional complement and their compound complements; Vocabulary: motion verbs+ / and action verb+ motion verb+ /

Cultural context: traditional Chinese medicine

Master the use of to describe something that has happened, the use of to ask if something has happened; Be able to describe one’s illness and symptoms;

talk about travel plans;

use of

Lesson 19 Grammar: past tense; the aspect particle Vocabulary: symptoms and illness,

cultural context; transportation for travel in China

transportation

Answer questions orally; Describe pictures; Writing compositions using ; Reading; Quizzes; Tests; Dialogues about an event; Listening exercises;

Talk about pictures; writing composition of an activity using and resultative complements; quiz and test

Answer questions orally; Writing compositions of Easthampton or your hometown; Reading; Quizzes; Tests

Answer questions orally; board writing, pair work make a travel plan; listening exercise; quiz and test.

Answer questions orally; Describe pictures; Writing compositions using directional complement; Reading; Quiz; Test; task based conversation about moving home; Dialogues; Dictation; Listening exercises

Answer question orally; Describe pictures; Writing exercise using ; Readings; Quiz: Test; Listening exercise; Dictation

exercise; Quizzes; Test; travel plan report;

and airport arrivals

Cultural context: idiom story of

Month

Content

The Williston Northampton School Zhao/ Dan Chinese 3 / Grades 10,11,12 (Upper School)

and airport arrivals

Lesson 3 Grammar: +adjective questions; verb+ structure; Vocabulary of flight, taxi and language of asking and giving directions;

Cultural context: idiom story of

Lesson 3 Grammar: +adjective questions; verb+ structure; Vocabulary of flight, taxi and language of asking and giving directions;

Culture: Beijing opera, the four great classical Chinese novels; idiom story or

Lesson 2 Grammar: two structure, the aspect of the experiential aspect Vocabulary: theatre and opera;

Chinese 3

May

April

Vocabulary: theatre and opera;

Culture: Beijing opera, the four great classical Chinese novels; idiom story or

experiential aspect

Skills

Be able to use +adjective to ask questions and use verb+ structure to describe a trend Be able to ask and give directions; Be able to take a cab, pay money, understand change;

Be able to use to describe an event; understand and be able to use two structure, Mastery of vocabulary of opera

Mastery of vocabulary of opera

Assessment

Dialogue, listening quiz, writing composition of changes of a place; quiz, test and exams

Dialogue, listening quiz, writing composition of changes of a place; quiz and test

Answer questions orally; Describe pictures; Writing compositions using ; Reading; Quizzes; Tests; Dialogues about an event; Listening exercises;

December

November

October

September

transportation in China.

(Lesson 7 will cover the last week in November and the two weeks in December.)

Cultural context: Chinaâ&#x20AC;&#x201D;a multi-ethnic country, idiom story of

Lesson 7 Grammar: potential complement V+ +directional/ resultative complement; A A question pattern used in a potential complement. Question with structural particles ( ) Adverbs vocabulary travel with an agent

(Lesson 6 will cover the fourth week of October and the first two weeks of November.)

Cultural context: bank service in China; idiom story of

Lesson 6 Grammar: phrases of all kinds, expressions of percentage and proportion; noun and pronoun of and Vocabulary: finance and bank; listening exercise: in the bank; reading: Tax in U.S.

(Lesson 5 will cover the second and third week of October.)

Cultural context; idiom story of

Lesson 5 review Grammar: Resultative complement; +resultative complement; the aspects of +adjective; comparison structures of relative superlative and emphatic degree of comparison; Vocabulary: Listening exercise; reading: ;

(Lesson 4 will cover the first week of October.)

Cultural context: Chinese Hospitality; idiom story of

Lesson 4 Grammar: comparison, simple comparison sentences using and comparison of relative, superlative and emphatic degree; structure and +â&#x20AC;Ś structure; Vocabulary: dining languages and expressions. Listening exercise; reading of supplementary text

Be able to talk about possibilities and feasibility Be able to book flight tickets and contact with agent for programs

Be able to understand phrases of all kinds and give correct guess of new phrases meaning in reading; Master the use of percentage and proportion; be able to use and in dialogue; Be able to open an account and talk about interest rate and change rate

Be able to describe an event by using +RC; use correctly in telling a storyâ&#x20AC;&#x2122; ask and give directions; making comparison using and in three degrees. Master all flight vocabulary.

Be able to present gifts and express thanks; be able to express hospitality; dining expressions of courtesy; master the comparison of similarity and differences.

End of semester exam - oral, written

Oral quiz of making a phone call to travel agent; writing exercise of a travel report; project of minorities in China; unit test lesson 7

Oral exercises in pairs on bank service topic; written exercises on U.S. bank service report; Written quizzes and unit test lesson 6

Oral work in pairs review all topics individually and comprehensively; Comprehensive written exercises--- guided writing and independent writing Teacher created written and oral exercise Written quizzes and unit test lesson 5

Oral groups work on dining together, including to welcome; make introduction; present gift; to be seated; express appreciation; and cheers Oral exercises (guessing game) Written practices as homework (Compare two cities etc.) Listening exercise Written quizzes and unit test lesson 4

May

April

March

February

January

sentence

Cultural context idiom story of highways

traffic situation in China

Lesson 13 Grammar: pivotal constructions; causative sentences; interjections; Vocabulary: causative verbs:

Cultural context: Appreciation and gift giving in China; idiom story of

Lesson 12 Grammar: compound sentences, cause-effect conjunctions and their compound sentences; conditional conjunctions and their compound sentences, Vocabulary: conjunctions,

Lesson 11 covers two weeks in March and the first week in April

Cultural context: medical service in China, idiom story of

Lesson 11 Grammar: passive structure of and sentence Vocabulary: Hospital

Lesson 10 Grammar: phrases of all kinds, percentage and proportion, complement, comparisons, … ; … Culture context: idiom story of application of travel to China Lesson 10 covers the 2nd half of February

Lesson 9 Grammar: comparison using … / progressive change … … … structure Vocabulary: fitness, Cultural context: idiom story of ; standards of beauty in China and in US. Lesson 9 covers the last week of January and the first two weeks in February

Lesson 8 will cover the first three weeks of January.

Cultural context: Chinese movie, idiom story of

Lesson 8 Grammar: Comparison A B+ degree of complement, A B+ adj+ quantifier; … / structure; preposition Vocabulary: movie

End of semester exam - oral and written

Oral listening reading and written exercises in text and workbook Written quizzes Unit test lesson 13

Oral listening reading and written exercises in text and workbook Written quizzes Unit test lesson 12

Oral listening reading and written exercises in text and workbook Written quizzes Unit test lesson 11

Oral, listening, reading and written exercises in text and workbook Oral and written quizzes; Unit test lesson 10

Oral, listening, reading and written exercises in text and workbook Oral and written quizzes; Unit test lesson 9

Oral, listening, reading and written exercises in text and workbook; quizzes, test of lesson 8 Writing exercise of introduction of a Chinese movie

Be able to express anger and complaints using causative sentences; seek and provide advice; be able to understand interjection sentences and make basic ones using

Be able to express appreciation and respond to it using compound sentences; Write thank-you letter and invitation card; describe both cause-effect situation and conditional situation

Be able to describe an unpleasant situation by using passive structure; Express concern for others and response to others’ concern

Be able to make an oral report of travel, make comparison of all structures to talk about similarities and differences; be able to use percentage and proportion in daily life; understand phrases structures and meanings.

Be able to make comparison using … / be able to talk about progressive changes using … master … structure talk about losing weight and sports

Be able to make comparison using structure; understand … / structure; talk about movies using above expressions.