Curriculum


 * Foreign Language Department**

//Students will. . .//
 * Foreign Language Skills Summary**

1. Use the target language to communicate persuasively, effectively, and appropriately in face-to-face situations, in writing, and across centuries and cultures through the reading of literature and a variety of other sources.

2. Understand the relationship between the practices and cultural products and the perspectives of cultures studied.

3. Understand the concept of culture through multicultural comparison

4. Understand the nature of language through the comparison of the native language and the target language.

5. Recognize the distinctive viewpoints represented by the target language and its cultures, and by comparison gain perspective on native language and culture.

6. Recognize the effects of cultural similarities and differences on social, economic, and political relationships in the global community.

7. Identify elements of plot, theme, setting and character in approaching literature in the target language.

8. Recognize indirect indicators of meaning in the target language such as intent, humor, and tone.

9. Demonstrate understanding of the connections between content studied in the target language class and content studied in other subject areas.

10. Apply target language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.

** Foreign Language Discipline Breakdown ** ** The River Journey: Discovering Places, Selves, Citizens ** || ** GL Theme (9): ** Journey at the River: our place, our selves, our community River Journeys: many places, many selves, many communities || ** GL Theme (11): ** Ocean to Ocean: ourselves, our nation || ** GL Theme (11): ** Ocean to Ocean: ourselves, our nation || ** GL Theme (12): ** Rivers flow past many shores: ourselves, our world || In our selves and in our place, to what extent does change create conflict? || ** Point of Conflict: ** Throughout history and geography, to what extent do one community's needs and wants outweigh another's? || ** Point of Conflict: ** In the United States, to what extent do the needs and wants of the individual outweigh the needs of the nation? || ** Point of Conflict: ** In the United States, to what extent do the needs and wants of the individual outweigh the needs of the nation? || ** Point of Conflict: ** In the world today, to what extent do one community's need and wants outweigh another's? ||
 * ** GL Theme (10): **
 * ** Point of Conflict: **

|| ** Foreign Language Curricular Connection: ** Language as a place specific tool for describing the self and one’s surroundings, and for interacting with others. Language as a tool to describe the past and to interact with others. || ** Foreign Language Curricular Connection: ** Language as a tool to express needs and desires. || ** Foreign Language Curricular Connection: ** Language as a tool to express needs and desires. || ** Foreign Language Curricular Connection: ** Language as a vehicle to communicate values and to effect change. || // Language I // || ** Course: ** // Language II // || ** Course: ** // Language III Terminal // || ** Course: ** // Language III Prerequisite for future work (Honors) // || ** Course: ** // Language IV-V Honors // || How does a native speaker express his/her identity? How does a native speaker negotiate his surroundings? How does that compare to how I do these things? || ** Essential Questions: ** How does a native speaker use language to engage in activity in the present and to examine the past? What are key elements in the past that influence perceptions of the present? || ** Essential Questions: ** How does a native speaker express wishes and expectations for the future? What current factors shape personal and national aspirations for the future? How do current factors compare and contrast with those experienced by Americans? || ** Essential Questions: ** How does a native speaker express wishes and expectations for the future? What current factors shape personal and national aspirations for the future? How do current factors compare and contrast with those experienced by Americans? || ** Essential Questions: ** How does a native speaker use language to influence others? How do literary and other artistic expressions of the target cultures reflect core values? How do those core values compare and contrast with those of Americans? || Greetings and introductions Personal identification (self, family, school, pastimes and homes) Expressions of time and place (dates, times, seasons and weather) Basic transactions, (meeting people, school, directions, shopping for clothing, money transportation, asking and answering questions) Structures:
 * ** Foreign Language Curricular Connection: **
 * ** Course: **
 * ** Essential Questions: **
 * ** Content: **
 * Subject pronouns
 * Present tense of regular verbs
 * Descriptive adjectives
 * Possessives adjectives
 * Likes and dislikes
 * Interrogatives
 * Present tense of irregular verbs
 * Prepositions
 * Contractions
 * Direct pronouns
 * Ser vs. Estar
 * Present Progressive
 * Saber vs. Conocer
 * Regular preterite

Target countries: U.S., Spain, Mexico, Ecuador, Puerto Rico and Cuba. Understand how history and geography influence cultural elements such as food, dwellings, transportation, language and art. || ** Content: ** Daily routine (personal hygiene and personal expressions) Food (buying, ordering and descriptions) Celebrations (parties, relationships, holidays and stages of life) Health (body, describing symptoms and healthcare profession) Technology (electronics, computers and internet) Structures:


 * Indirect Object Pronouns
 * Reflexive verbs
 * Indefinite and negatives words
 * Reciprocal actions
 * Special verbs- like gustar
 * Preterite tense
 * Double object pronouns
 * Comparisons
 * Superlatives
 * Pronouns after prepositions
 * Imperfect tense
 * Imperfect vs. preterite
 * Adverbs
 * Impersonal constructions
 * Familiar and formal commands
 * por and para

Target countries: Perú, Guatemala, Chile, Costa Rica, Argentina, and Panamá. Understand how history and geography influence cultural elements such as food, dwellings, transportation, language and art. Ancient civilizations in Latin America (Aztec, Maya, Inca) || ** Content: ** Nature (environment and conservation) City Life (daily chores, money and banking) Health and Well-being (nutrition and physical activity) Workplace (occupations, interviews) The arts and entertainment (visual arts, movies and television) Structures:
 * Subjunctive mood- present
 * Nosotros commands
 * Review- familiar and formal commands
 * Past participles as adjectives
 * Present perfect
 * Pluperfect
 * Future tense
 * Conditional tense

Target countries: Columbia, Venezuela, Bolivia, Nicaragua, Republica Dominicana, El Salvador, Honduras, Paraguay and Uraguay. Understand how history and geography influence cultural elements such as food, dwellings, transportation, language and art. Hispanics in the U.S. (over generations, immigration and notable Hispanics)

Chicano literature and film || ** Content: ** Nature (environment and conservation) City Life (daily chores, money and banking) Health and Well-being (nutrition and physical activity) Workplace (occupations, interviews) The arts and entertainment (visual arts, movies and television) Current Events (media and natural disasters) Structures: Target countries: Columbia, Venezuela, Bolivia, Nicaragua, Republica Dominicana, El Salvador, Honduras, Paraguay and Uraguay. Understand how history and geography influence cultural elements such as food, dwellings, transportation, language and art Hispanics in the U.S. (over generations, immigration and notable Hispanics) Chicano literature and film || ** Content: ** Continued study of complex grammar, syntax and vocabulary in the target language. Sampling of spiritual, artistic, intellectual contributions of the target culture relating to CCS curricular themes. Possible themes: personal relations, media influence, natural resources, reality vs. fantasy, politics, immigration, Hispanics roots in the U.S., human rights, the future, history ( conquest and liberation) || The notion and mechanics of conjugation. Body language and its link to the spoken word. Levels of language to fit context (formal and informal) Communication of basic needs First impressions: description of the visible and of immediate surroundings Reading and writing letters and short cultural passages Writing short descriptions or letters Performing short dialogues or giving short oral presentations Emphasis on listening comprehension || ** Foreign Language Skills: ** The notion of tense; the past and its dimensions Communication of daily routine and past experiences Negotiating immediate surroundings through communication and understanding of cultural norms Reading and understanding myths and legends from target cultures Writing about past experiences with up to five paragraphs. Presenting oral dialogues or cultural presentations || ** Foreign Language Skills: ** The notion of verbal mood and its relation to the intent of the speaker/writer Expressing own opinions and preferences and asking about those of others Communicating future wishes and conditions. Reading and analyzing short stories and poetry in the target language Presenting oral dialogues or short dramas || ** Foreign Language Skills: ** The notion of verbal mood and its relation to the intent of the speaker/writer Expressing own opinions and preferences and asking about those of others Communicating future wishes and conditions. Reading and analyzing short stories and poetry in the target language Communicating through oral presentations or discussion Writing essays to provide information, analysis or opinion || ** Foreign Language Skills: ** Understanding and using idioms in the target language. Identifying various literary elements such as plot, theme, setting and characters from selected songs, readings and films. Understanding subtleties of meaning such as intent, humor and tone in current media and from literary texts. Reading and analyzing short stories, poetry, film and dramas and/or novels in the target language. Communicating through discussion, essays and dramatizations about literature and film ||
 * Subjunctive mood- present
 * Nosotros commands
 * Review- familiar and formal commands
 * Past participles as adjectives
 * Present perfect
 * Pluperfect
 * Future tense
 * Future perfect
 * The subjunctive mood- past
 * Conditional tense
 * Conditional perfect
 * Si clauses
 * ** Foreign Language Skills: **