GREENWICH PUBLIC SCHOOLS
Greenwich, Connecticut
Date of Meeting:
April 8, 2010
Title of Item:
Curriculum Review III – World Language
Agenda No.:
REQUEST FOR BOARD ACTION OR PRESENTATION OF INFORMATION ITEMS
Action Required
X
Informational Only
Submitted By:
Position:
Mr. Curtin / Ms. Schenker
Special Projects Manager BOE / Program
Coordinator World Languages PK - 12
I will be present at Board Meeting to explain if called upon:
X
YES
Synopsis of Proposal:
Recommended Action (if appropriate):
NO
Greenwich Public Schools World Language Curriculum Review Step III
The Greenwich Public Schools World Language Curriculum Review Step III
presentation will consist of the following components:
I. A brief summary of Steps I and II, presented to the Greenwich Board of Education on
February 26, 2009 and June 4, 2009.
II. A review of recommendations made in Step II and action taken.
III. A summary of curriculum revision and work completed since the June 4th report with fifteen
sample units, grades K-12. (Appendix A)
IV. Identification of primary materials needed to implement the curriculum (Appendix B)
V. Implementation Plan
VI. Plan for triennial Monitoring Reports
“…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.”
From Standards for Foreign Language
Learning: Preparing for the 21st
Century.
National Standards in Foreign
Language Education Project
I. A summary of Steps I and II, presented to the Greenwich Board of
Education on February 26, 2009 and June 4, 2009.
Step I: On February 26, 2009, Dr. Miriam Met, an internationally recognized expert
in the area of World Language education, presented a research-based conceptual framework of
World Language education, “A Framework for Evaluation of the World Language Program in
Greenwich Schools” to the Board of Education.
Step II: On June 4, 2009, Marcia Schenker and Kristina Lawson, Coordinators of
World Language, presented the second step in the Program Review process to the Board of
Education. This consisted of:
o Dr. Miriam Met’s “Recommendations for World Language Education Reform in
the Greenwich Public Schools,” which included strong commendations of our
faculty, curriculum, heritage language program and leadership, as well as
recommendations for growth and improvement.
o An overview of the architecture of the CT World Language Frameworks adopted
by the state of Connecticut on October 5, 2005. This included state and national
content standards with overarching questions.
o An analysis of the K-5 (FLES), 6-8, and 9-12 GPS World Language Curriculum.
o A completed document stating all K-12 Grade Level Expectations.
o Sample/Draft form units from grades 6-8 and 9-12 following the Understanding
by Design format.
o An outline of future steps in the program review process and a list of work still to
be completed.
o Proposed revision of the K-12 World Language Program based on Dr. Met’s
recommendations.
o An implementation plan overview.
II. A review of recommendations made in Step II and action taken.
A. Dr. Met’s first recommendation dealt with the issue of instructional time in our
elementary and middle school programs. Referring to the FLES program, she
wrote: “In sum, time in grades K-3 is insufficient for the outcomes language
educators normally would expect from a program at these grade levels. The
recommended minimum amount of time for FLES is 90 minutes weekly.” While
we clearly agree with this recommendation, we understand the competing
demands that exist in the elementary schedule. Thus, to date, there have been no
substantive discussions about increasing the amount of time for foreign language
instruction in our elementary schools.
Referring to the 6th grade program in the middle schools, Dr. Met wrote: “It is
important to consider how the current allocations of time at each grade level are
consistent with purposes and expectations. It is less than desirable for 6th grade
students to have fewer language classes per week than they did in grades 4 and 5.”
Extensive conversations took place at the district level during the spring and fall
of 2009 which focused on the allocation of time at the middle schools. These
talks will hopefully be re-opened next year to allow us to address the 6th grade
time issue once again.
B. Dr. Met’s second recommendation dealt with the content-based curriculum in our
elementary program. She wrote: “It would be helpful to re-visit the role of
subject matter content in FL instruction to ensure that a broad range of socially
useful language is developed. Depending on decisions that staff makes about the
content of the current curriculum and that the district makes about time allotted
for language learning, revisions to the units of instruction may turn out to be
minimal or substantial.” In our discussions with Dr. Met, she strongly suggested
that we move our FLES program from a strictly “content-based” curriculum to
what she called a “content-connected” curriculum, in order to achieve our broad
goal of having all students graduate from the GPS proficient in a second language.
During the 2009-2010 school year, our FLES staff has made significant progress
toward this end. The WL Coordinator met with all 11 elementary principals
during the summer of 2009 to explain the proposed changes, and all welcomed the
evolving focus which would produce greater personal interaction among students
and more student-centered lessons. We have had numerous meetings and staff
development opportunities which focused on how to move toward a “contentconnected” curriculum, and teachers began to implement the new ideas and new
instructional strategies in their classes with vigor and enthusiasm in the fall of
2009.
C. Dr. Met’s third recommendation dealt with the implementation of a Dual
Language program in one or more of our elementary schools. We are very
interested in pursuing this idea, but as stated in the June 4th report, it is not a
priority at this time.
D. Dr. Met’s fourth recommendation dealt with assessment. While commenting on
our use of AP exams and national French and Spanish exams to collect data, she
wrote: “The tests developed by some of the professional associations are
relatively inexpensive but do not measure what GPS has set as its core
curriculum; nor are these tests well aligned with national standards.” She
suggested that we pilot the NOELLA, an online instrument to supplement the
SOPA at the elementary level, and the STAMP, a similar, but more advanced
instrument, to assess secondary school progress. We very much want to pilot
these exams at all three levels, but have hesitated to do so, given the budgetary
constraints within which we have been operating recently. We will begin piloting
these newer, more appropriate exams as soon as we receive direction from the
CIPL office and budgetary approval to do so.
E. Dr. Met’s final recommendation dealt with language choice. She strongly
recommended offering a non-European language at either the elementary or the
middle school level. We would like to further explore this suggestion at the
middle school level during the 2010-2011 school year.
III.
A summary of curriculum revision and work completed since the
June 4th report with sample units, grades K-12. (Appendix A)
There are presently fifty-five World Language teachers working in the Greenwich Public
Schools, grades K-12, who have been trained in the Understanding by Design curriculum
framework. Each and every one of them has contributed, over the course of the last two years,
to the conversations about curriculum revision and ultimately to the writing of the World
Language Curriculum Review documents, which presently contain over 350 different units of
study and over 1000 pages of curriculum writing. The first task completed by a teacher
committee during the summer of 2009 was the creation of a list of Essential Questions and
Enduring Understandings that provides the overarching foundation of all work done by
students during their language study in grades K-12.
•
Essential Questions
What is the value of knowing a language other than English?
•
How do we effectively communicate our needs and thoughts to people who speak a
different language? Conversely, what tools do we need to understand the message
they are expressing to us?
•
How do we connect with others in the many roles we play in our daily lives?
•
How can we expand and reinforce our knowledge in various academic disciplines
by communicating in a language other than English?
•
How do we use our understanding of another language and culture to access and
use information that would otherwise be unavailable to us?
•
How do we demonstrate an understanding of the similarities, differences and
interactions across languages and cultures?
•
How do history, literature and the arts influence and reflect a society and its
culture?
•
What impact do geography, culture, and language have on who we are?
•
How are language and cultural understanding interdependent?
•
How does globalization affect our identity and our interactions with people from
other cultures?
•
Enduring Understandings
The ability to communicate in a language other than English is an indispensable
asset in a modern global society, which enriches one’s life and broadens one’s
opportunities.
•
Students of world languages rely on many strategies to communicate their
thoughts, wants, and needs and to understand the message of others.
•
In a modern global society, we are all connected and have to learn how to function
and interact effectively with each other.
•
Basic concepts and knowledge in a variety of disciplines can be communicated in a
language other than English.
•
Examining the similarities, differences and interactions across languages and
cultures gives us a stronger understanding and command of our own language and
culture.
•
History, literature and the arts influence and reflect a society and its culture.
•
Geography, culture and language impact who we are as a people and influence the
way we interact in a global society.
•
Information in a different language and from a different culture, which is
unavailable in English, can broaden and deepen our understanding of both that
language and that culture.
•
Language and culture are mutually interdependent. To appreciate the language,
one has to appreciate the culture and vice versa. In order to truly know and
understand the people of a different culture, one must speak their language.
•
Globalization has made the world a much smaller place. It affects our identity as a
people. We need to recognize and appreciate similarities and differences in people
and cultures which are different from our own.
As students move through the grades, from elementary school through high school, they will be
able to identify the common threads joining together the various components of their language
study, for all units of study are fully articulated with one or more of the essential questions and
enduring understandings listed above. These are purposefully designed with a cultural focus
which will hopefully serve as a foundation for our students’ life-long learning. Language
instruction in the GPS is designed to be implemented in the target language and to develop
proficiency and skills which begin with social interactions and topics about everyday life and
progress to higher levels of discourse related to the disciplines of geography, history, science,
art, music and literature. Since this curriculum is teacher designed and has been written with
the full input of the educators who are responsible for its implementation, and is also fully
aligned with the state and national standards, students are assured a rich, relevant, vigorous and
consistent language education during their years in the Greenwich Public Schools.
At the time of the June 4, 2009 report to the BOE, work had not yet begun on the review or
revision of the FLES curriculum. This work, starting with the Understanding by Design
professional training, began in the summer of 2009. In our FLES program, grades K-5, we have
re-aligned the units both to match the new GPS Science curriculum and to reflect our efforts to
develop a more content-connected curriculum, as per Dr. Met’s recommendation. Learning
activities and assessments have been evaluated and revised to provide more interactive practice
with socially useful language and to reflect the revised ACTFL (American Council on the
Teaching of Foreign Languages) standards: Presentational Mode, (speaking and writing)
Interpersonal Mode, (speaking and writing) and Interpretive Mode (listening and reading).
Twenty-seven units have been completed, with five units remaining to be written during the
summer of 2010. Both the Bridge Unit Assessment and the Transitional Assessment which
evaluates listening, reading and writing progress as an adjunct to the SOPA, (which assesses oral
proficiency) have been revised for fifth graders and will provide excellent information to 6th
grade teachers to help with articulation and ease students’ transition into middle school.
Kindergarten
• Introductory Unit (exchanging personal info)
• Family: a-Family Members, b-Family Activities
• Animals
• Calendar & Meteorology
• Intro. to Geography: Our School Community
First Grade
• Family, Community & Professions
• Meteorology, Weather & Calendar
• World Geography
• Animals & Their Habitats
• Astronomy (Pilot Unit)**
Second Grade
• Food & Nutrition
• Geography: a-Neighborhood b-New England
• Astronomy-Solar System**
• Immigration
• Butterflies
• Holidays & Celebrations (different countries)**
Third Grade
• “Banderas”-Introduction to Spanish (3-5 schools only)
• The Human Body/The Five Senses (incl. clothing)
• Local Geography & Map Skills
• Colonial Life/Modern-day Life (Greenwich, Past & Present)
• Animal Adaptation/Ecology
Fourth Grade
• Electricity & the Modern Home
• Regions & Climate of the United States
• Biographies & the Southeast Region
• The Northeast Region
• Ecology (last year)
• Oceanography **
Fifth Grade
• World Geography & Map Skills
• Exploration & Travel
• Colonial Life
• Bridge Unit
•
The Human Body/Nutrition (begin in 2010-2011)**
** These units will be completed during the summer of 2010.
During the summer of 2009 and over the course of the 2009-2010 school year, middle school
teachers have worked on collaborative teams to complete the Learning Activities and Performance
Assessment sections of the new curriculum frameworks, as well as to complete the design of the
content based units that better articulate elementary with middle school instruction. A total of
thirty-five units have been completed for the Spanish and French programs, both grade level and
accelerated strands, grades 6, 7, and 8. An additional twelve units have been written, grades 6-8, for
the Native Language Arts Program at Central and Western Middle Schools. A pacing chart was also
developed in an effort to provide consistent instruction among all three middle schools. Our focus
this year has been to increase the number of differentiated learning activities used in classrooms and
to develop a broader base of authentic materials to be used in reading lessons and reading
assessments. In addition, work has begun to develop more assessments that align with the three new
ACTFL modes: interactive, presentational, and interpretive. This work will continue and be
implemented during the next school year. Mid-year assessments, administered to all 8th graders in
the district, have been thoroughly revised, as have the rubrics used to grade the writing sections.
These exams were group-graded by all world language teachers in the district, who participated in a
half-day professional workshop which enabled them to work with teachers from different schools and
examine the work of students other than their own.
At the high school we offer a total of 52 different courses taught in five modern languages, one
classical language, as well as our most recent addition, American Sign Language. The curriculum
we have developed for these courses is vigorous, expansive and complex. As seen in Appendix A of
this document, we begin in the primary grades with simple vocabulary and language structures which
allow students to talk about topics such as the weather and the calendar, and move forward to an
advanced level of language instruction from which students learn to explore personal experiences,
express their individual opinions, develop their own voice and communicative skills, and explore the
fields of history, art, and science through the prisms of literature and non-fiction prose. Students who
graduate from Greenwich High School having experienced the K-12 or the 3-12 World Language
program also have developed a strong knowledge of and appreciation for foreign cultures, along with
a tolerance for the differences and diversity that exist in our own community and in our global
society.
Since we reported to the BOE in June, 2009, an enormous effort has been made by all teachers,
grades 9-12, to complete the units for all of the courses. Teachers have worked on collaborative
teams and taken part in extensive professional development workshops with the goal of improving all
units of instruction, and aligning learning activities to understandings, focus questions and
assessments.
To date, approximately 280 units of study in 36 courses have been completed for the following
courses at the high school level:
•
•
•
•
•
•
•
American Sign Language, levels 1 & 2
French, levels 3A, 3B, 4, 4H, 5, 5H, 6, 6H, AP French Language
German, levels 1-4 and AP German Language
Italian, levels 1-5
Mandarin Chinese, levels 1-4
Spanish, levels 3A, 4,4H, 5, 5H, 6H, AP Spanish Language, AP Spanish Literature,
Elective: Language, Culture and Crisis in Contemporary Latin America
Native Language Arts: NLA 2, NLA 6
NOTE: Levels 1, 1A, 2 & 3B (Spanish) are parallel courses to those taught in grades 6, 7, & 8 and use
the identical curriculum documents.
The units of study for the following 12 courses will be started during the summer of 2010:
Advanced Placement Mandarin Chinese *(new)
Advanced Placement French & German *(new curriculum mandated by the College Board)
Advanced Placement Spanish Language (Native Language Arts)
Spanish Language and Literature (Native Language Arts 1)
Spanish 5 (Native Language Arts)
Spanish 5H (Native Language Arts)
Spanish 6
Latin 1, 2, 3 & Honors Latin Seminar
IV.
Identification of primary materials needed to implement the
curriculum (Appendix B)
The World Language curriculum is creatively written and supported by a variety of text
materials, (in grades 6-12) teacher-prepared materials, authentic materials obtained from
various countries and from the Internet, a wide assortment of authentic literature which
includes short stories, poetry and novels, as well as non-fiction from current magazines and
newspapers, journals and catalogs. On-line resources are widely used, in addition to music
CDs and videos, foreign language films and products from a variety of the target countries.
Auditory materials designed for use in the GHS language lab are also routinely used. These
materials are constantly up-dated to provide the most current information and resources for
our students. A list of the textbooks we use is provided in Appendix B. The cost for these
books has been, and will continue to be, covered through the annual allocation of funds
provided by the BOE for World Language education.
V. Implementation Plan
Over the course of the past two years, while working on the development of the new curriculum
documents, World Language teachers in grades K-12 have been piloting new units and
assessments, and making adjustments as necessary. Totally new courses have been developed at
GHS such as ASL 1 & 2, Mandarin Chinese 3 & 4, Italian 4 & 5, the Spanish elective, Language,
Culture and Crisis in Contemporary Latin America, Spanish 5H, and Spanish 6H. The
curriculum for these courses, as well as all others, will be fully implemented during the 20102011 school year.
The curriculum is yet to be written for the following courses: Advanced Placement Mandarin
Chinese, Advanced Placement French & German, Advanced Placement Spanish Language
(Native Language Arts) Studies in Spanish Language and Literacy (Native Language
Arts 1), Spanish 5 (Native Language Arts), Spanish 5H (Native Language Arts) Spanish 6,
Latin 1, 2, 3 and Honors Latin Seminar. Our plan is to begin writing for these courses during the
summer of 2010 and begin piloting during the up-coming school year. The new Native
Language Arts courses at the middle schools have been continually revised and adjusted during
these pilot years and will be fully implemented next year as well. At the elementary schools,
new strategies and learning activities have been piloted this year as we have moved to a contentconnected curriculum, and we have begun to use some new assessments. Several new units and
unit assessments need to be written during the summer of 2010, and these will also be piloted
during the upcoming school year. By the 2011-2012 school year, all new courses and units of
study should be in full implementation. All curriculum writing and professional learning costs
will be covered through the annual allocation of funds provided by the BOE for World Language
education.
VI. Plan for triennial Monitoring Reports
As established by the Director of CIPL and the BOE in 2009, the World Language program will
submit a triennial monitoring report to the Board of Education. In order to ensure that all
students master the objectives of the Greenwich curriculum and achieve to their highest
potential, student achievement in world language will be assessed and reported against three
indicators:
1) Student Oral Proficiency Assessment (SOPA) in 2nd and 5th grades;
2) Middle School midterm proficiency exams;
3) AP enrollment and AP test scores.
•
•
•
•
•
A variety of additional data will be examined and reported:
High school enrollment in World Language classes
Hispanic students enrolled in Native/Heritage Language Arts classes
Hispanic students enrolled in AP Spanish Language and Literature classes
High school enrollment in more than one World Language class
National Language Exams in Latin, French, Spanish and Italian - participation and
Awards received
NOTE: If recommended changes in assessments, and a move to the nationally recognized
NOELLA and STAMP is approved and funded in future years, (per the recommendations in Part
II of this document), the above indicators would change and these new results would be reported
in our monitoring reports as well.
Appendix A: Unit of Study Exemplars
Table of Contents
FLES
1. Grade 1:
Animals and Their Habitats
2. Grade 3:
Local Geography/Map Skills
3. Grade 5:
Colonial Life
Middle School
4. French Grade 7:
Québec Today
5. Spanish Grade 7:
Food/Meals
High School
6. American Sign Language 2:
Sports and Hobbies
7. Italian 1:
In the Hotel
8. Mandarin Chinese 2:
Shopping for Clothing
9. German 3:
Staying Healthy
10. Spanish 4 Honors
Technology and Science
11. Spanish 5
Fine Arts
12. French 6 Honors
The French Resistance
13. AP French
Immigration
14. Native Language Arts 2
Fantasy and Imagination
15. AP Spanish Literature
The Feminine Perspective and “Machismo”
:
Animals and Their Habitats
Language and level: Grade 1
Understandings
Students will understand that:
 different parts of the world provide distinct habitats for different animal species.
Unit Focus Question
 Where do animals live in different parts of the world?
Knowledge and skills
Students will need to know….
 the names of continents and oceans and how to locate them on a map.
 the names of four main cardinal points.
 the names of ten animals.
 the color, size, and physical characteristics of ten animals.
 where the animals live.
 interrogative vocabulary such as “dónde,” “cuántos,” “qué,” “cómo,” and “por qué.”
 what animals say/sound like (“animal speak”).
 what animals eat (other animals, plants, insects, etc.).
 how to express like and/or dislike of animals using “gustar.”
 basic weather vocabulary.
 Verbs in the 3rd person singular such as “llamarse,” “vivir,” “comer,” “tomar,” “decir,”
“ser,” and “tener.”
Students will need to be able to….
 label the continents.
 use cardinal direction words.
 describe animals and habitats (using color, size, physical characteristic, weather and
location vocabulary).
 compare and contrast animals by color and size.
 provide and obtain information about animals and their habitats (“animal secreto”).


ask about and state each other’s likes and dislikes of animals.
ask basic questions about the animals under study.
Learning Activities
Students will engage in a variety of learning activities including many of the following:
 Students will work in pairs to identify which animals live in different habitats with flashcards
(water, land, trees, houses, etc.)
 Students will work in groups to match animals to the continents in which they live using a world
map.
 Students will describe what animals like to do (play, swim, eat, sleep, jump, run, drink water or
milk, etc.).
 Students will participate in a class survey and create a Venn diagram about their animal
preferences.
 Students will survey their classmates asking questions to describe what they like to do and their
favorite animal.
 Students will imitate what animals do in a kinesthetic activity. (“Foto” / “Freeze”)
 Students will compare where they live to where different animals generally live.
 Students will report the weather in each continent pretending they are a fable animal (“Fábula”)
Performance Tasks, Assessments:
Presentational Assessment:
 Students will present their favorite animal and describe it (what it looks like, where it lives,
and what it likes to do).
Interpersonal Assessment:
 Students will work in pairs to select three animals to describe to their partner, and will ask
and answer questions about each animal.
Interpretive Assessment:
 Students will listen to the teacher describing an animal; they will circle the correct choice
using a set of pictures.
Unit Resources


Teacher- made posters, laminated cards
Climate maps found at http://www.weather.com
:
Local Geography/Map Skills
Language and level: Spanish Grade 3
Understandings
Students will understand that:
 maps provide information needed to locate and describe a variety of places.
 physical and social activities and interactions are often affected by geographic location.
 weather conditions are determined by geographic location.
Unit Focus Questions:
 What information do maps provide and how does one use a map effectively?
 How does geography in Connecticut affect physical and social activities and
interactions?
 What are the typical weather conditions found in Connecticut?
Knowledge and skills
Students will need to know….
 the verb “se puede” when describing activities one is able to do
 the verb “gustar” when describing what they like to do
 the verb “hay” when making comparisons
 the four seasons and how to describe them
 the typical weather conditions in Connecticut
 the geographic features of Connecticut
 the sports and activities in which people commonly engage in Connecticut
 the compass points, including intermediate points (NE,NW,SE,SW)
 the capital and other nearby cities in Connecticut
 the five shapes including circle, square, triangle, star, and rectangle
Students will need to be able to….
 label the compass points.
 read and understand a map key.
 identify geographic features of Connecticut.
 describe what activities they like or don’t like to do.
 compare and contrast the four seasons in Connecticut and what activities they can or



cannot do in each of the seasons.
compare and contrast what landforms are or are not in Connecticut vs other places.
Identify the shape of icons on a map.
Identify various cities in Connecticut and describe their relationship to each other on a map.
Learning Activities
Students will engage in a variety of learning activities during the unit, including many of the
following:
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Students will work in pairs to compare and contrast the various activities that can and
cannot be done in Connecticut.
Students will work in pairs using a map to describe the location of Connecticut within
the U.S. as well as various places within Connecticut.
Students will practice having a conversation with a partner about what they like and
don’t like to do in Connecticut.
Students will practice making a map using shapes as symbols and describe it to a
partner.
Students will practice determining whether facts are true or false relating to local
geography.
Students will practice using numbers to describe population in Greenwich.
Students will create and answer true/false questions related to the topic of Connecticut.
Performance Tasks, Assessments
Interpretive Assessments:
 Students will look at a map of Greenwich and describe where the places are located,
what activities can or cannot be done in the town and why or why not.
Interpersonal Assessments:
 Students will design a map of an imaginary town. They will take turns describing their
map to their partner.
Presentational Assessments:
 Students will orally present a trip that they would like to go on in Connecticut. They will
elaborate on the geography of that part of the state as well as the activities they can do
in that part of the state.
Unit Resources
 http://www.ct.gov
 http://www.greenwichct.org
 map of Greenwich
:
Colonial Life
Language and level: Grade 5
Understandings
Students will understand that:
 there are some similarities and many differences between the daily life in colonial and
modern-day times and towns.
 colonists settled in specific regions in America based on climate, proximity to water,
natural resources, and transportation.
Unit Focus Questions
 How was life in the colonies similar to and different from our lives today?
 Why did the colonists settle where they did in America?
Knowledge and skills
Students will need to know….
 numbers 1 – 10,000.
 vocabulary related to weather, transportation, and natural resources.
 the names of places in a colonial town (i.e. “panadería”/bakery, “herrería”/blacksmith,
“zapatería”/cobbler, etc.)
 verbs used to describe to colonial life such as “hacer,” “comprar,” “caminar,” and
“pescar, ” “vivir,” “viajar,” and “montar.”
 the conjugations of verbs related to colonial life such as “vender” and “poder” in the 3rd
person singular and “viajar” and “establecer” in the 3rd person plural.
 commands related to direction (i.e. “dobla,” “camina,” and “sigue”).
 prepositions.
 interrogatives.
Students will need to be able to….
 describe locations of places in a colonial town/modern town using prepositions of






location.
use maps to give and receive directions and locate places in a colonial town/modern
town.
explain why the pilgrims/colonists settled where they did (in specific colonies/regions).
explain why modern day inhabitants decide to live in a specific town or regione
describe life in a colonial town including (but not limited to) work, leisure activities,
transportation, and challenges colonists faced.
describe life in a modern day town or city.
compare and contrast colonial life to life in the 21st century.
Learning Activities
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Create and describe maps depicting imaginary colonial towns and modern cities.
Role play of the interactions in a colonial market.
Students will tell each other how to navigate the classroom, school, town, giving
appropriate directions, etc.
As a new colonist, write a letter describing your new home to your family.
T-Chart and/or Venn Diagram comparing the places/activities in colonial and modern
towns.
Exercises comparing singular and plural verb forms.
Design the front page of a colonial newspaper.
Analyze a chart containing information about when, where and why the different
colonies were founded.
Play “Vamos al centro” board game to practice prepositions.
Combine individual grammatical elements to form logical Spanish sentences.
Write a journal entry about your life as a colonial child/a 21st century child.
Describe a painting of a colonial image.
Follow oral instructions and trace the route described on a map.
Create an advertisement or a commercial for your colonial shop/modern day store.
Smart board activity: Match the form of transportation to the appropriate century or
era.
Performance Tasks, Assessments
Interpretive: Given a map of a colonial town, students will answer questions in Spanish about the town.
Questions may be multiple choice, fill in the blank and/or short answer. Students will also read
descriptions of colonial towns and modern day towns and respond to questions about the similarities
and differences.
Presentational: Students will create an ad or commercial to attract settlers to their colony or to a
modern day town or city.
Interpersonal: Students will role play a Pilgrim from 1620 and a child from New England in the 21st
century. They interview each other about life in their respective towns and eras.
Unit Resources
“Vamos al centro” game
http://www.gold-eagle.com/editorial_08/images/degraaf121008a.gif (Landing at Plymouth painting)
http://freepages.history.rootsweb.ancestry.com/~wcarr1/Lossing1/21-01.gif (18th century handbill)
Preposition Chant/Song
Teacher generated worksheets, maps and visuals
:
Le Québec aujourd’hui
Language and level: French 7
Understandings
Students will understand that
 Geography and climate impact the way people live in Quebec.
 The French have strongly influenced the language, religion and architecture in Quebec .
 There is a difference between heritage and nationality.
Unit Focus Questions
 How can I apply my prior knowledge of geography to the study of Québec in order to
express where Québec is located in relation to other countries and various bodies of
water?
 How can I apply my prior knowledge of geography to the study of Québec in order to
identify the topography of Québec?
 How can I use my prior knowledge and present learning to discuss the environment and
architecture?
 How do I indicate my nationality and my heritage?
 What is the difference between nationality and heritage?
Knowledge and skills
Students will need to know….
 the location, climate and topography of the province of Québec.
 key facts about the history and architecture/monuments of Québec City and Montreal.
 key vocabulary needed to discuss historical and modern day Québec.
 the past tenses of key verbs for historical and descriptive narration.
Students will be able to…..
 describe the relative location of Québec province and specific major cities in Quebec.
 formulate and answer questions pertaining to the location of specified monuments of
Quebec province and explain their historical/cultural significance.
 identify the major geographical elements of Quebec province.



explain key elements in Québec’s history.
read a historical narrative
read and recite a poem
Learning Activities
Students will participate in a variety of learning activities that are tailored to the topic
under study. In this unit, all activities will be focused on the study of Québec, past and
present. Activities will include many of the following:
1. Songs
2. Discussions of poetry
3. Dialogues/re-enactments
4. Mix and Mingle
5. Roving Detective/discover facts about monuments and describe in French
6. Turn and talk
7. Bingo
8. Jeopardy
9. Tic-tac-toe
10. Information gap activities
11. Create a cartoon
12. Je pense à….
13. Stepping stones
14. 4 corners
15. Webquests using authentic materials about Québec
16. Cloze activities – reading about Canadian history
17. Around the world
18. Labeling and coloring maps
19. Group reading/individual reading about historical and modern day Québec
Performance Tasks, Assessments
1. Project : Foire de sites touristiques (Tourist Sites Fair)
2. Poetry recitation
3. Speaking assessments/role plays/presentations based on learning/research about
Québec
4. Written assessments based on the history of Québec and modern day Québec (listening,
reading, writing)
Unit Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
Quebec Province Power point (teacher made)
Teacher-made materials
Bien Dit! program
Internet resources
Cultural readings
Winter Carnival video
Quebec video
Quebecois music and poetry
Cabane à sucre – text
10. Le Chandail book/video
:
Food/Meals/Restaurants
Language and Level: Middle School: Spanish 2A
High School: Spanish 2
Understandings:
Students will understand that:


What and when we eat is influenced by culture.
There are differences between formal and informal dining experiences abroad and in
the United States.
Unit Focus Questions




How does one comment on food?
How does one make polite requests?
How does one talk about meals?
How does one give and follow commands as related to mealtimes?
Knowledge and skills:
Students will need to know……








food and restaurant related vocabulary
use of appropriate forms of courtesy and gratitude
preterit of all regular verbs, ‘ir’ and verbs ending in ‘car’, ‘gar’, and ‘zar.’
present tense of select stem-changing verbs (servir, pedir, probar, poder and preferir)
direct object pronouns
informal affirmative commands
vocabulary related to food, meals, and table settings.
ser/estar used to describe characteristics vs. conditions of food
Students will need to be able to……





talk about restaurant experiences using the present indicative and preterite tenses.
express opinions, comment on food and make polite requests.
ask and answer questions using direct object pronouns related to food.
listen attentively, respect and tolerate, while not necessarily agreeing with, the beliefs
and opinions of others.
give and follow instructions related to mealtimes.
Learning Activities
Students will participate in a variety of
learning activities. Examples of
Interactive Crossword Puzzles
possible learning activities and
Bingo with a Twist
materials used with them are:
Vocabulary Pop-up
Restaurant Skits
Hoola-hoop Venn Diagram (pertaining to
meals)
Information- Gap
TPR
Written Rally
Journal/Food-diary
Jig-Saw
Ideal food pyramid
Four Corners
Menu development
Response Cards (sí/no)
Paper-plate displaying favorite meal
Line-up/Shifting Lines
Web-quest (research information based on
questions from teacher re: Hispanic cuisine,
etc)…
Concentric Circles
Mixers
Sentence strips
Roaming Detective
Mini-group question/answer match puzzles
Turn and Talk…
Communicative Grid
Surveys
Quiz show games: Jeopardy power point,
Smartboard drag and drop
(vocabulary/caption – picture match)
Computer lab interactive practice sessions
Family Feud, Outburst
Podcasts
(Teacher/Student prepared questions
Pen pals (class to class / school to school)
and categories)
Traditional overhead projector/Smartboard
Authentic readings (restaurant websites,
Hispanic education websites, magazines and
newspapers)
review games: Tic/Tac/Toe, baseball,
Music – educational songs, authentic songs
soccer, football, basketball
Situational dialogue prompts (pairs)
Situational writing prompts
both folkloric and pop
Poems, jingles, proverbs, nursery rhymes,
tongue twisters as appropriate
Situational picture stories (oral/written)
A/B pairs listening practice
(reading/listening)
Performance Tasks, Assessments
Students will be assessed through a variety of measures. Examples of possible
assessments are:
Oral interview about food preferences and taste of different foods
Create a food pyramid
Create a meal plan for a summer camp (3 days)
Restaurant skit presentations
Create a recipe
Create a menu for a Spanish restaurant
District-wide assessments (listening/speaking/reading/writing/culture)
Listen to a series of conversations and determine what is being discussed
Read a recipe and answer questions based on it
Read information from an authentic website and respond to questions
Complete a paragraph about a person’s day using the correct form of the verb “ tener”
Verbally assign chores using informal commands
Match pictures of food with written descriptions
Complete written phrases with vocabulary words pertaining to food and table settings
Write a story about food, meals and table settings using a series of pictures as visual stimuli
Unit Resources
Exprésate 1 Text,Workbooks, Videos, CDs
Internet materials
Google images:
 – pictures of restaurants, foods, food and restaurant related vocabulary
 use appropriate forms of courtesy and gratitude
historical icons, political figures and celebrities as needed
– picture vocabulary flash cards for use with: assessments, worksheets, classwork and
smartboard (Iphoto slideshoes, power points, Quicktime videos) Teacher
and/or student prepared
Teacher prepared worksheets
Flashcards (Student/Computer prepared)
Realia/props related to foods, table settings, restaurants
:
Leisure, Sports and Hobbies
Language and level: American Sign Language II, Unit 1
Understandings
Students will understand that:





Leisure activities, sports and hobbies are affected not only by one’s environment, family,
personal skills and personal interests but also by one’s physical differences and/or
limitations.
There are multiple accommodations that help the Deaf to participate with the hearing in
leisure activities, sports and hobbies.
There are unique groups and associations that sponsor Deaf and disabled leisure
activities, sports and hobbies.
There are pastimes and games unique to the Deaf community that are cherished and
passed on from generation to generation.
Many well known Deaf people, past and present, have made important contributions to,
or made great achievements in, mainstream leisure activities, sports and hobbies.
Unit Focus Questions




Which of your leisure activities and hobbies were influenced by your environment,
family and personal skills and interests?
What, if any, leisure activities or hobbies are not available to you because of your
environment, family or personal limitations?
What modifications can be made for the Deaf so that they can participate in the same
types of leisure activities and hobbies as the hearing?
What are some specific pastimes revered by the Deaf community?
Knowledge and skills
Students will need to know:





the external and internal factors that influence leisure activities and hobbies.
the physical and mental conditions that may limit one’s choices of leisure activities and
hobbies
the accommodations that are made for Deaf individuals in community and professional
leisure activities, sports and hobbies; many of these accommodations are required by
federal law.
the rules and cultural significance of ASL ABC and Number stories.
target ASL signs related to leisure, sports and hobbies.
Students will need to be able to:





discuss in ASL their preferred and non preferred leisure activities.
identify IDEA accommodations which make equal access for the Deaf possible.
understand ASL ABC and Number Stories viewed in class.
create and sign ASL ABC and Number stories.
identify three famous Deaf Americans and their accomplishments or achievements in
mainstream leisure and sports.
Learning Activities
In addition to viewing and performing short signed conversations and responding to them in
sign and/or writing, students will participate in the following:
1. Small group conversations about recreational activities.
2. Play games favored by the Deaf which use neither voice nor sign.
3. View one or more performance videos of a Deaf percussionist, a Deaf actor and/or a
Deaf comedian.
4. Paired creation of ASL ABC and Number stories.
5. Individual performance of a well known ASL ABC story.
6. Paired performance of an original ABC or Number story.
Performance Tasks, Assessments
Students will perform a range of receptive, expressive, reading and writing tasks and
assessments, including the following:
1. Describe the rules of a favorite board game, in ASL, to peers.
2. Describe the rules of a favorite sport, in ASL, to peers.
3. Create and share a poster of the accomplishments of a famous Deaf person in the world
of sports, hobbies and leisure.
4. Create and perform a unique ASL ABC and Number story.
Unit Resources
1.
2.
3.
4.
Lifeprint.com online curriculum
Through Deaf Eyes video and text
Internet resources and videos
Youtube videos
:
In Albergo (At a Hotel)
Language and level: Italian1, Unit 6
Understandings
Students will understand that:
 A tourist has many different options for lodging in Italy depending on his tastes and
resources.
 Vacation choices are influenced by personal preference, personal finance, geography
and tradition.
Unit Focus Questions
 How do you make a reservation at a hotel?
 What are the differences between hotels in Italy and the U.S.?
 How do you make a complaint about the room situation?
 How do you describe or ask about what is included in the price?
 How do you choose the appropriate accommodation at a vacation destination?
Knowledge and skills
Students will need to know….
 the vocabulary for objects in the room and types of rooms.
 the vocabulary for days of the week, months, dates, length of time.
 ordinal numbers.
 preposition/definite article combinations/contractions.
 vocabulary for seasons and weather conditions.
 the irregular verbs : dovere, volere and potere in the present tense.
Students will need to be able to …..
 make a hotel reservation.
 describe a vacation home or apartment.
 ask for and give timetable information regarding reservations.
 read advertisements regarding accommodations and vacations.
 make a request if there is a problem at a particular lodging.
Learning Activities: Students will participate in a variety of instructional activities, including
the following:
 Listen to a conversation between receptionist and potential guest.
 Read a hotel brochure and answer and ask questions about its contents.
 Read about different hotels and then choose which type of hotel they prefer based on
the amenities offered.
 Role play a conversation between a client and a hotel receptionist regarding a
complaint.
 Describe activities that would take place during the different seasons and in different
places.
 Write a post card or an e-mail describing your accommodations to a friend.
 Role-play asking and responding to questions about what time certain events take place.
 Read a classified ad regarding apartments and houses for rent in vacation spots, and
decide which you would prefer renting. Explain why.
 Listen to a conversation between an owner of an apartment and someone wanting
information to rent, and take notes on the information that the owner and potential
renter give.
 Read an article on alternate vacation possibilities such as an agriturismo inn.
Performance Tasks, Assessments
 Role play between a receptionist and tourist making a reservation asking whether
breakfast is included, whether there is a private bath and air conditioning
 Write an e-mail to the hotel complaining about the room.
 Role play a phone conversation between a receptionist and guest making a complaint or
special request.
 Written assessment using appropriate vocabulary and grammar with accuracy based on
the thematic topic
 Complete a longer assessment at the end of unit inclusive of listening, speaking, reading
and writing section. All tasks are related to the thematic topic.
Unit Resources







Text Book Italian Espresso 1
Workbook Italian Espresso 1
Internet resources such as authentic Italian hotel websites/city websites/resort
websites/weather websites
Teacher made materials
CDs
Props
Pictures
:
Clothes and Shopping
Language and level: Mandarin Chinese 2
Understandings:
Students will understand that:



there are differences and similarities in clothing and shopping for clothing in China and
the United States.
attitudes towards and opinions about clothing may vary according to the individual and
his or her cultural and socio-economic background.
Chinese clothing styles changed with each dynasty for cultural and economic reasons.
Unit Focus Questions






How do clothing sizes compare between the U.S. and China?
How does one express an opinion regarding size, color and the price of clothing?
How do Chinese teenagers shop for clothing?
What kinds of clothes do Chinese teenagers wear?
How does their clothing style compare to the styles of American teenagers?
Where do Chinese teenagers shop for clothing?
Knowledge and skills
Students will need to know….
 Nouns: Vocabulary for items of clothing and accessories
 Verbs: 知道，穿，带，上当
 Measurement words: 件，条，顶， 双
 Adverbs: 比较, 一点儿都不， 一共，非常，
 Adjectives: 舒服，时髦，正好，减价，

Prepositional phrases: 不但。。。而且。。。
虽然。。。可是。。。
 Sentence structure:
1. 你穿几号的衣服？
2. 大减价，买一送一。
3. 我不喜欢戴帽子。
4. 你的大衣很时髦。
5. 袜子买一送一。
Students will need to be able to …..
 describe what people are wearing.
 discuss how a clothing item fits.
 ask for help and find out prices.
 compare items of clothing.
 express an opinion about particular clothing.
 identify Chinese clothing, shoes sizes, and measurements.
Learning Activities
Students will participate in a wide variety of learning activities during each unit of study.
Examples of activities particular to the clothing unit include the following:
1. The teacher will show real clothing items to the class and the students will learn to say
the names of the clothing. They will touch and try on clothing items.
2. Play the game of the policeman and the burglar: four students will stand in front. The
teacher is a policeman. She will say: I'm looking for a person who is
wearing …….in …color. The class will determine who the burglar is.
3. Design a Chinese traditional wedding dress.
4. Internet research to find clothing items and accompanying descriptions on Chinese
websites.
5. Paired activities commenting on appearance of clothing and responding to compliments
or criticisms.
6. Creation of clothing ad including Chinese sizing and Chinese pricing.
7. Draw and create dialogue for a cartoon reflecting a shopping experience.
8. Watch an authentic video with scenes of clothes shopping in a Chinese store.
Performance Tasks, Assessments
1. Unit Test which includes reading, writing, speaking and listening tasks as well as
questions based on cultural knowledge
2. Conduct a conversation to take place in a clothing store, indicating knowledge of
clothing vocabulary, verbs and adjectives to express appearance.
3. Read authentic clothing ads and answer questions.
4. Comment on the appearance of clothing and respond appropriately when spoken to.
5. Comprehend and indicate personal clothing sizes based on the system in use in China.
6. Reading comprehension:
Advertisements (sell/buy) on Chinese Newspaper
7. Writing Assessment:
Write an email to your friend about a big holiday sale this weekend in the
mall. Ask if he will go with you to see it, though you do not have to buy
anything.
8. Quizzes on vocabulary and grammatical structures
9. Listen to an advertisement and answer the questions about the sale.
10. Listening: Mr. Lin lost his luggage on one of the flights in China. Listen to his narration
and help him to fill in the form to claim his luggage. Keep in mind that they have a lot of
clothes!
11. Speaking assessment: Xiaomei and her friends will have a party tonight and they need to
discuss what to wear for the party. Dramatize their conversation.
Unit Resources
1. Books about Chinese clothing through the centuries
2. “China Daily” (newspaper)
3. National Standards document: Standards for Foreign Language learning in the 21 st
Century
4. Gateway to Chinese Culture (Book, Fu Chunjiang/Y N Han, Singapore)
5. Chinese movies
6. Chinese music
7. Internet Resources, especially clothing catalogues, store websites, videos, audio CDs
8. Authentic reading materials from Mainland China and Taiwan, such as magazines,
newspapers
:
Staying Healthy
Language and level: German 3, Unit 5
Understandings
Students will understand that:



people in all cultures are concerned with their health.
taking certain precautions and having good personal hygiene will result in greater
chances for good health.
common illnesses often have typical causes and remedies.
Unit Focus Questions




What are the health concerns faced by teenagers in German-speaking countries and
how do they compare with those experienced by American teenagers?
Are the most typical everyday illnesses the same or different in the U.S. and Germanspeaking countries?
What actions can one take to increase one’s chances for becoming or staying healthy
and preventing physical injuries?
What constitutes good personal hygiene?
Knowledge and skills
Students will need to know….
 vocabulary for basic body parts
 vocabulary pertaining to everyday illnesses and common accidental injuries
 vocabulary pertaining to the cause and prevention of illnesses and accidents
 vocabulary for health-related services and emergencies
 vocabulary for health and personal hygiene products


reflexive verbs used with dative case pronouns
the imperative form to make suggestions
Students will need to be able to …..





label basic parts of the human body
ask about and express sickness and pain
identify behaviors that increase chances for health problems
give health-related advice and express hope
ask about and discuss preferences in personal care products
Learning Activities
Students will participate in a range of short activities, with written or oral prompts, in which the
response will be either oral or in writing. In addition, their reading, listening, speaking and
writing skills will be improved through activities such as the following:
1. Health-related questionnaire
2. Authentic readings about health
3. Songs and poems about the human body
4. Role-play an interview inquiring about an illness or injury
5. Watch video of students discussing health problems and respond orally and in writing
6. Labeling drawing of the human body (in the form of a famous German soccer player)
7. Flashcards
8. Pantomime and guessing game on various illnesses and accidents
9. Write email and offer advice for health problems
10. Paired dialogue discussing personal hygiene products
11. Class discussions about health issues in the U.S. and German speaking countries
Performance Tasks, Assessments
Students will perform a range of speaking, writing, listening and reading tasks and assessments,
including the following:
They will…
1. research a vacation to a German-speaking country and prepare a dramatic video with a
health emergency using Microsoft Picture Story.
2. listen to conversations and determine the speakers’ health concerns.
3. role-play in pairs a conversation about canceling a party due to friends’ illnesses.
4. debate the relative merits of certain personal hygiene products.
5. write an ad promoting a personal hygiene product.
6. complete teacher-generated quizzes and unit assessment involving accurate use of
vocabulary, reflexive pronouns in the dative, the modal verb “sollen”, and verbs using
dative-case forms in the skill areas of speaking, listening, reading, writing and cultural
understanding.
Unit Resources
Komm mit! Textbook and workbook
1. Internet Resources and teacher-made materials (including Smart board presentations)
2. Komm mit! DVD with realistic, authentic medical scenes and interviews
3. Authentic German, Swiss and Austrian websites for health care, hygiene, and health
related issues
4. Teacher-created flashcards, props, realia
:
Tecnología y Ciencia
Language and level: Honors Spanish 4- Unit 5
Understandings
Students will understand that:
 advances in technology have crossed a wide range of national borders equally.
 technology has affected world politics, economics and most world cultures in a variety
of powerful, life-changing ways.
 technology-based communication has an influence on interpersonal relationships.
Unit Focus Questions
 How have advances in technology changed people’s lives in our modern-day global
society?
 How are relationships affected by the new technologies of the 21 st century?
Knowledge and skills
Students will need to know….
 new vocabulary relative to the themes of La tecnología y la ciencia.
 forms and uses of the present perfect tense.
 forms and uses of the pluperfect tense.
 diminutives and augmentatives.
Students will need to be able to….
 discuss and write about current issues related to technology, astronomy, the universe,
science and modern professions.
 use diminutives and augmentatives orally and in written form.
 describe and narrate what has happened over the past century in the fields of science
and technology.
 identify technology changes in different cultures.
 read and comprehend authentic fiction and nonfiction related to the themes of
technology and science.
Learning Activities
1. Use vocabulary cards to define essential vocabulary, give examples and use the vocabulary
on pages 244,245 in meaningful, contextual sentences.
2. Listen to audio activities using new vocabulary and complete page 83, cuaderno de
actividades.
3. Work with definitions in Spanish for new vocabulary words and do vocabulary activities
on page 246.
4. In pairs, discuss Actualidad Científica (p. 247)and then present your opinions about
biotechnology to the class for a full class discussion/debate.
5. In groups, give some solutions for the two difficult situations facing an astronomer and an
astronaut (on page 247) and discuss in class.
6. Scan the fotonovela before viewing the video and do the pre and post viewing activities on
pages 43, 44 in the cuaderno de actividades and page 250 in the textbook
7. Using contextual models, discuss the uses of the present perfect pages 256,257.
8. Listen to audio activities on page 84 in cuaderno de actividades.
9. In pairs, practice using the present perfect in contextual dialogs and by creating original
sentences. (page 258)
10. Using contextual models, discuss the uses and formation of the pluperfect tense on page
260.
11. In pairs, have a discussion about whether you and your partner are addicted to the
Internet, discuss the “cibercafé”, text messaging and the use of cell phones. (page251.)
12. Listen to audio activities that correspond to page 85 in cuaderno de actividades.
13. Using contextual models, read and discuss the uses of diminutives and augmentatives
pages 262, 263 and complete practice letter, p. 264.
14. Listen to audio activities that correspond to page 86 in cuaderno de
actividades.(augmentatives and diminutives)
15. Watch the film Happy Cool and do the pre and post viewing activities pages 266 through
269.
16. Make predictions about, read and discuss Ese bobo del móvil by Arturo Pérez-Reverte,
pages 272 through 275 and “arte en la blogosfera” by Hernán Casciari, pp. 276-278.
17. Go to the supersite descubre3.vhlcentral.com and do practice exercises for the chapter.
Performance Tasks, Assessments
1. In groups of five, create a debate about various aspects of biotechnology. One team
should argue in favor and the other should argue against it. Use impersonal expressions
with the subjunctive in your arguments and be prepared with specific reasons and
examples.
2. Write a survey of ten questions regarding modern technology; survey five people in your
class, and five adults. Prepare a written report with your results. Use graphs, numbers,
3.
4.
5.
6.
7.
8.
9.
comparatives and superlatives in your report.
In pairs, discuss the pros and cons of cell phones and present your ideas to the class.
Write a paragraph about how communicating online affects your life and compare it to
face to face communication.
Write a report about a car accident based on a picture (page 261 .) Use present perfect
and past perfect on your paragraph as you describe what happened before and during
the accident.
Role play the scene after the accident in #5: include a driver, police officer and a
witness.
Find an article dealing with the advances and effects of technology in other parts of the
world and write a paragraph comparing what you found in your research with what you
know about science and technology in the United States.
In groups of three, imagine that you are scientists who have to design a robot that can
do a job now normally done by human beings. Present your robot to the class. Discuss
the pros and cons of each robot after all presentations. (p. 279)
Teacher designed vocabulary and grammar quizzes, (possible unit quest) and unit exam
incorporating speaking tasks, listening comprehension tasks, reading comprehension
tasks, and essay writing on the unit theme.
Unit Resources
 Descubre level 3. Vista Higher Learning. Lengua y Cultura del mundo hispánico
 Descubre Cuaderno de práctica. Vista Higher Learning. Lengua y Cultura del mundo
hispánico.
 Descubre Cuaderno de actividades. Lengua y Cultura del mundo hispánico.
 Spanish for Mastery 3 Situaciones. Valette, Carrera-Hanley.
 “Descubre” Videos level 3. Vista Higher Learning. Lengua y Cultura del mundo
hispánico.
 YouTube. Additional Internet resources. BBC noticias.
.
Society’s Challenges, Past and Present
Language and level: French 5
Understandings
Students will understand that:

There are many social, economic, technological and environmental challenges facing the
world community today. It is everyone’s responsibility to be part of the solution to these
problems.

The challenges we face as a society are vastly different than the challenges our
grandparents faced.
Unit Focus Questions



What are the current social, economic, technological and environmental challenges
facing the world community today?
What role must each person play to help?
What dilemmas/challenges faced our predecessors and how did they deal with them?
Knowledge and skills
Students will need to know…..
 descriptive vocabulary related to poverty, racism, terrorism and the environment.
 vocabulary and characters related to the story Djodjo.
 Passé composé (formation/uses)
 Imperfect tense (formation/uses)
 object pronouns (uses /placement)
 vocabulary/phrases used to give advice and make suggestions
Students will need to be able to…..
 identify problems in society and discuss possible solutions.
 retell the story from Petit Nicolas in their own words.
 talk about their parents’ / grandparents’ youth.
 conjugate verbs in the past tenses in order to talk about past societal issues.
 tell a story about their childhood or the childhood of their parents and grandparents.
 give advice and make suggestions about how to deal with the problems of racism,
terrorism and pollution as a school community and as a nation.
 view authentic French language television with comprehension
 read authentic French language articles on the thematic topics with comprehension
Learning Activities
Students will do many of the following activities…
 study and practice vocabulary in and outside of class through interactive games,
activities, conversations and computer based tasks
 defend through discussion anti-smoking laws AND a smoker’s right to smoke
 listen to and summarize an online report on recycling
 re-enact the Djojo story as a modern video found on YouTube
 watch a film dealing with issues of race and violence
 do cloze activities with information and vocabulary from this unit
 do exercises using regular and irregular verbs in the passé compose and imparfait
 view authentic French language television and complete graphic organizers to
categorize and classify the ideas presented
 read authentic French language articles on the thematic topics, summarize, respond to
questions, take a stance and defend it, explain the information to others, illustrate a
point of view to demonstrate comprehension









Performance Tasks, Assessments
Students will take a short assessment of vocabulary mastery related to the unit theme.
Students will take a short grammar assessment on the past tenses.
Students will listen to and write a dictation to practice spelling and listening
comprehension.
Students will create a 30 second PSA dealing with one of society’s challenges as a
speaking assessment.
Students will interview someone that grew up in the 1960’s-70’s and write a
composition comparing societal issues from that era to those of the present.
Students will write a composition about how the Greenwich High School community
could take steps toward solving the societal problems under discussion during the unit.
Students will listen to a news report about an environmental issue and answer
questions to demonstrate comprehension.
Students will read articles about the environment, terrorism and racism and answer


questions to demonstrate mastery.
Students will take a unit assessment involving accurate usage of vocabulary and
grammar in the skill areas of speaking, listening , reading , writing and cultural
understanding.
Students will participate in a student facilitated group discussion in which they articulate
their opinions about the societal issue that is the most important to them, state their
rationale, and make suggestions for dealing with the issue.
Unit Resources
 Quant à Moi Textbook, Chapter 5
 Quant à Moi Workbook
 Le Petit Nicolas, « Djodjo »
 Film, La Haine
 Internet resources such as authentic French language articles from newspapers and
magazines, as well as You Tube video and authentic French television segments
:
La Résistance
Language and level: Honors French 6
Understandings
Students will understand that:








The French Resistance movement played a vital role leading to Allied success in Western
Europe in World War II.
The French Resistance helped domestically and outside the French borders in facilitating
the successful Allied advancement after the D-Day invasion.
Members of the French resistance endured many hardships and risked their lives in
fighting the German occupation and aiding in the liberation of France.
The results of World War II had a tremendous effect on the French people in their daily
lives and work.
People resist occupation in different ways.
People make great sacrifices to attain their ideals.
It is difficult to evaluate other people’s choices during time of war.
Different life situations influence people’s choices and limit freedom.
Unit Focus Questions
 What was the French Resistance?
 What were La Résistance intérieur and the Résistance extérieur?
 Who were the leaders of the French Resistance?
 What was life like for the members of the Resistance?
 How do people resist occupation?
 What lengths will people go to in order to attain their ideals?
 How do we evaluate other people's choices during times of war?
 How do different life situations influence people's choices and limit freedom?
Knowledge and skills
Students will need to know….
 what the French Resistance was.
 what role Charles de Gaulle and Jean Moulin played in the Resistance.
 what the maquis was.
 what methods the resistants used to attack the Germans and to distribute information
to each other.
 what ideas were included in the speeches of De Gaulle.
 how ordinary citizens resisted the occupation.
 what type of pronoun and its position in a sentence are necessary in order to avoid
repetition while speaking and writing.
 topical vocabulary related to the theme of the French Resistance.
 how to accurately conjugate and use the past tenses in French for speaking, writing and
interpreting.
Students will need to be able to …..
 explain how de Gaulle operated the exterior resistance and how Moulin ran the interior
resistance.
 analyze the ideas and tone in de Gaulle's speeches.
 explain the two meanings of the maquis.
 describe the daily life of a member of the maquis.
 describe the daily life of other resistants.
 describe the methods used by the resistants to distribute information and to attack or
thwart the Germans.
 read an authentic novel, Le Silence de la Mer , with comprehension.
 discuss the symbolism of Le Silence de la Mer and how it relates to life in France during
the war and to the Resistance.
 view an authentic French film, Au revoir les enfants, with comprehension.
 describe how ordinary citizens resisted in the film Au revoir les enfants and in Le Silence
de la Mer
 narrate events in the past using the passé composé, imparfait and plusque-parfait
correctly.
Learning Activities
Students will do several of the following:
1. Students will read excerpts from an authentic French history book explaining the French
Resistance.
2. Students will answer questions based on this reading.
3. Students will read excerpts from L'armée des ombres describing the life of people who
resisted during the war.
4. Students will read Le Silence de la Mer , watch the film and discuss how it portrays WWII
and the Resistance.
5. Students will compare and contrast the book and the film.
6. Students will watch the film Au revoir les enfants, (with subtitles) answer questions
based on the film and discuss important themes in groups and as a whole class.
7. Students will be given vocabulary lists and will complete cloze activities and games such
as pop-up vocabulary, charades and grouping words into categories.
8. Students will practice using vocabulary in sentences by writing definitions.
9. Students will complete graphic organizers and reading guides and participate in
cooperative jigsaw activities to aid in their comprehension of the stories.
10. Students will identify quotes/characters and explain their importance in the story.
11. Students will participate in small group discussions about various themes from the texts
and present their ideas to the class as a whole.
12. Students will write journal entries taking on the roles of the various characters in Le
Silence de la Mer.
13. Students will identify significant quotes from the film and discuss their relevance.
14. Students will participate in discussion groups based on important themes in the film
such as courage, heroism and guilt.
15. Students will practice listening comprehension by watching an interview with André
Heintz, former resistant (without subtitles).
16. Students will write a summary of what they heard and compare his experiences to
Gerbier in l'Armée des Ombres.
17. Students will complete grammar exercises deciding which past tense to use in a
paragraph related to the thematic topic.
Performance Tasks, Assessments
1. Students will take short assessments of vocabulary mastery.
2. Students will listen to and write a dictation to practice spelling and listening
comprehension.
3. Students will take a unit assessment involving accurate usage of vocabulary and
grammar in the skill areas of speaking, listening , reading , writing and cultural
understanding
4. Speaking: presentational mode: To demonstrate comprehension and mastery of the
elements in the novel, Le silence de la mer, students will choose one of the following
three topics and speak for 2-3 minutes:
a. Is Werner a hero? Why or why not?
b. Explain the symbolism of the title Le silence de la mer.
c. Imagine that the niece in the story is now a grand-mother. She tells the story of
the six months that Werner was living in their home to her grandchildren. What
would she tell them?
5. Writing: presentational mode: Students will take a comprehensive exam where they
write short essays which show their understanding of events and ideas presented in Le
Silence de la Mer.
6. Writing: presentational mode: Students will choose one of the following composition
topics:
a. Write the letter that Jean Bonnet receives from his mother that he obviously
cherishes but that we do not see using the past tenses correctly.
b. Imagine and write the letter that Le père Jean sends to his school from prison
explaining his actions either apologizing for or defending his actions.
7. Speaking: Presentational Mode: Students create and record one of the following
scenes:
 Julien dreams that he visits Jean and apologizes to him.
 the Nazis interrogate le Père Jean after his arrest.
8. Speaking: Presentational Mode: Test for Au Revoir:
Choose one of the following topics and speak for 2-3 minutes:
(a) Choose a scene from the film, give it a title and explain its importance.
(b) Choose one of the characters, describe him, explain his relationship with the
other characters and what he helps us see or understand.
Unit Resources
Le Silence de La Mer by Vercors,
L'Armée des Ombres by Joseph Kessel.
« Au revoir les enfants » directed by Louis Malle
Video interview of André Heintz, Resistant.
Various authentic passages from French textbooks related to the WWII era
Teacher prepared vocabulary and grammar activities and practice
:
Immigration
Language and level: Advanced Placement French
Understandings
Students will understand that:
 there are common reasons for immigration; common problems that immigrants face in
France and the United States.
 the children of immigrants face a specific set of challenges in creating their identity.
 cultural differences increase the challenges that immigrants face in their new countries.
 there are factors which increase immigrants’ chances for success in their new countries.
Unit Focus Questions
 What are the various reasons for immigration? Why do countries encourage or
discourage immigration?
 What problems do immigrants face?
 What challenges do the children of immigrants face?
 How do cultural and religious differences affect immigrants’ integration into the new
society?
 How do successful immigrants explain the reasons for their success?
Knowledge and skills
Students will need to know….




facts about the history of immigration in France: who came, when, and why?
the issues confronted by immigrants and their children in contemporary French society
and how these issues are similar to or different from those faced by immigrants in the
United States.
the specific aspects of Islam which affect immigrants’ integration into French society.
specific vocabulary used in non-fiction texts, memoires and song lyrics on issues related
to immigration.

how to understand and use the passive voice, often used in non-fiction texts and
articles.
Students will need to be able to…..





identify and explain the issues faced by immigrants and their children, based on articles,
song lyrics and film orally and in writing.
read and understand non-fiction texts, memoires and song lyrics on issues related to
immigration.
watch and understand a film about an immigrant father and his son.
express different points of view on immigration – that of the French government, the
immigrant, the child of an immigrant and a French citizen.
explain the similarities and differences between the issues faced by immigrants in
France and in the United States, including the two governments’ policies, the religious
and racial problems, integration into the two societies, economic and educational
policies, etc.
Learning Activities
Students will participate in a variety of instructional activities, including many of the
following:
1. Read non-fiction texts, articles, memoires and song lyrics about immigration and related
issues
2. Define new words in these texts in French
3. Explain concepts related to immigration, such as the difference between integration and
assimilation, subsidized housing, difficulties of urban life
4. Read an article about Islam and explain the 5 pillars as well as how these might affect
life for a Muslim immigrant in France
5. Discuss new concepts and issues found in readings in small groups and with the whole
class
6. Compare and contrast issues related to immigration in France and here in the United
States using graphic organizers, small group and whole class discussions
7. List reasons for immigration, give opinions on the rights the students feel immigrants
should have as well as say what immigrants should do upon arriving in the new country
8. Watch and analyze a movie telling the story of an immigrant and his French-born son
Performance Tasks, Assessments
1. Students will complete a short grammar quiz on the passive voice.
2. Speaking: Interpersonal Mode: Students will debate and discuss the various issues
related to immigration, using persuasive arguments and stating and defending opinions.
3. Speaking: Presentational Mode: Students will perform an oral examination in which
they will discuss the history of immigration in France, themes seen in the movie, and
relate how this unit changed their perspective on immigration.
4. Writing: Presentational Mode: Students will write a well-developed paragraph
summarizing what they have learned about immigration issues past and present.
5. Writing: Presentational Mode: Students will write a longer essay analyzing the changes
in the relationship between the father and the son in the movie, demonstrating their
understanding of the challenges faced by first and second generation immigrants.
6. Reading: Interpretive Mode: Students will complete a reading assessment, reading
articles from magazines and newspapers, showing that they can apply their knowledge
of immigration, as well as use the new vocabulary they learned during the unit
7. Writing: Presentational Mode: Students will write a variety of short and long essay
responses with specific, student designed thesis statements related to the thematic
topic of immigration.
Unit Resources
1. Newspaper and magazine articles from the Internet (in particular Le Monde)
2. Teacher-created discussion and comprehension questions
3. Teacher-created grammar exercises on the passive voice
4. The film, Le Grand Voyage
5. Various rap songs written by current artists
6. Teacher-created assessment materials
:
Fantasy and Imagination
Native Language Arts 2:
Language and Literature of Latin America, Unit 3
Understandings
Students will understand that:







Many works of Latin American literature demonstrate the ways that reality and fantasy
are often confused.
Contemporary Latin American authors create myths to explain the complexities of their
contemporary world.
Contemporary Latin American authors use narrative techniques (multiple narrators’
voices, rupture of logical and chronological frame, flow of consciousness, interior
monologue, etc.) to deal with the complexities of their contemporary world.
Cultural isolation is a major theme in the work of some Latin American writers.
Latin American authors and painters use satire, parody and hyperbole to explain their
particular reality.
Latin American writers such as Jorge Luis Borges have transcended their country’s
intellectual borders in order to reflect their cosmopolitan influence.
The work of Latin American painters and writers reflects the negative influences of
authoritarian dictatorships.
Unit Focus Questions






How does “Magical Realism” affect the understanding of reality?
What is the function of myths in classical cultures?
What narrative techniques are commonly used to deal with the complexities of
the modern world?
How do Latin American writers use world mythology in their work?
How did the work of the acclaimed authors, Jorge Luis Borges and Gabriel García
Márquez, transcend Argentinean and Latin American literary traditions?
How does the work of Latin American painters and writers reflect the negative
influences of authoritarian dictatorships?
Knowledgeand
andskills
skills
Knowledge
Studentswill
willneed
needtotoknow….
know….
Students
theconcept
concept of
of “Magical
“MagicalRealism”
Realism”and
anditsitsrole
roleininthe
thedaily
dailylives
livesofofLatin
Latin
Americans.
 the
Americans.

the
political,cultural
and
intellectual
environment
in
which
contemporary
American
 the political,cultural and intellectual environment in which contemporary Latin
Latin American
writers and painters worked.
writers and painters worked.
 several of the most popular world myths.
 several of the most popular world myths.
 examples of authoritarian dictatorships in Latin America.
 examples of authoritarian dictatorships in Latin America.
 the formation of the simple future tense.
 the formation of the simple future tense.
Students will need to be able to …..
Students will need to be able to …..











identify the use of parody, satire and hyperbole (exaggeration, alteration of reality) as a
identify
the narrative
use of parody,
and hyperbole
(exaggeration, alteration of reality) as a
traditional
devicesatire
in Hispanic
literature.
traditional
narrative
device
in
Hispanic
literature.
identify the use of parody, satire and hyperbole (exaggeration, alteration of reality) as a
identify
the artistic
use of parody,
and hyperbole
traditional
device insatire
Hispanic
paintings (exaggeration, alteration of reality) as a
traditional
artistic device
Hispanic paintings
identify narrative
point ofinview.
identify
narrative
view.
determine
where point
realityoflies
in the narrative fictions: in the description of reality or in the
myth-making?
determine where reality lies in the narrative fictions: in the description of reality or in the
list and explain mythological characters.
myth-making?
identify
authoritarian
regimes
and their characteristics in Latin America.
list
and explain
mythological
characters.
write
about
some
of
the
views
on censorship
and political
repression
in movies, paintings
identify authoritarian regimes and
their characteristics
in Latin
America.
and literature
sampled
class.on censorship and political repression in movies, paintings
write
about some
of theinviews
 and
use literature
the simple sampled
future tense
in
the context of a composition.
in class.

use the simple future tense in the context of a composition.
Learning Activities
1. Group discussion about the difference between dreams and real life and how they are
represented in the type of literature under discussion.
2. In groups, students will discuss and write about mythological characters.
3. In groups, students will work to define and use new vocabulary words found in all short
stories read.
4. Students will work in groups to read and then list the hyperbola found in “El ahogado
más hermoso del mundo”
5. Read and discuss the plot, setting, characterization and literary aspects of “Espuma y
nada más.”
6. Read and discuss the plot, setting, characterization and literary aspects of “Un día de
estos.”
7. View, discuss and write about: Paintings by Fernando Botero.
8. View, discuss and write about: Youtube; La violencia y el Bogotazo.
9. View, discuss and write about: Video: La violencia in “Técnicas del duelo and Video:
Cultura: Argentina, Colombia.
10. Analyze the various dictatorships in Latin American history and the contemporary world
and discuss in groups and whole class the similarities and differences among these
regimes and their representation in past and current literature.
11. Read about and discuss the life and works of Jorge Luis Borges and Gabriel García
Márquez.
Performance Tasks, Assessments
1. Use vocabulary words from “Espuma y nada más” accurately in a written context.
2. Use vocabulary words from “Un día de estos” accurately in a written context.
3. Use the simple future tense in the context of a composition.
4. Respond to open-ended questions based on readings in this unit, stating personal
responses to the readings and making connections to personal experience.
5. Use quotes from the texts to back up answers to reading questions as part of short
essay questions.
6. Illustrate the use of hyperbole and surrealism in“Un día de estos.”
7. Write a letter from a member of the guerillera to the barber expressing approval or
disapproval of the way he conducted himself with the Captain. (“Un día de estos.”)
8. Power Point presentation of major historical figures from the colonial, independence,
republic and contemporary periods in the history of Colombia and Argentina.
9. Power Point presentations of geographic features of Colombia and Argentina .
Unit Resources
“El ahogado más hermoso del mundo” (Gabriel García Márquez) Sendas Literarias 2
El futuro simple del indicativo Sendas Literarias 2
“La casa de Asterion” by (Jorge Luis Borges). Sendas Literarias 2
Paintings by Fernando Botero. Sendas Literarias 2 p.126
Sendas Literarias 2: Cuaderno de de lenguaje y practica.
Youtube; La violencia y el Bogotazo.
Youtube; Conversations.Jorge Luis Borges.
Video:La violencia in “Técnicas del duelo”
Video: Culture: Argentina, Colombia.
:
La Visión Femenina y el Machismo
(The masculine point of view and the feminine perspective)
Language and level: Advanced Placement Spanish Literature
Understandings
Students will understand that:

Throughout history women have been denied equal access to the male-dominated world.
However, through literature, women began to speak with their own singular voice, redressing
past gender injustices while simultaneously forging a sovereign identity and a new world view.
Unit Focus Questions:
 How does the feminine perspective differ from the masculine point of view?
 How has the male-dominated world of the pre-20th century changed through the efforts
of the feminine voice as seen through the prism of literature?
Knowledge and skills
Students will need to know….






The concepts presented by Tirso de Molina, Federico García Lorca, García Márquez, Garcilaso de
la Vega, Luis de Góngora, Sor Juana Inés de la Cruz, Rosario Castellanos, Julia de Burgos,
Alfonsina Storni, Juan Manuel; i.e. the different world views of men and women, of their roles,
responsibilities, relationships, limitations, power, lust, betrayal, jealousy, abuse, violence,
inverse feminism, and reconciliation.
Socio-historic background of the time periods, the 15-20th century.
Background information about the writers that can provide an insight into their creative
process
The literary terminology and rhetorical devices employed by these particular writers.
The various modes of narrations and points of view, ie. first person narration, third
person omniscient narrator, etc.
The vocabulary needed to understand and analyze a literary work.


Concepts related to literary terminology and rhetorical devices.
historical and cultural information about the various cultures of the Hispanic world as
they are reflected in the literature being read.
Students will need to be able to …..


















critically read and analyze a text, both prose and poetry.
compare and contrast texts through discussion.
write various types of essays, ie. comparing and contrasting two works, reacting to a
statement by the author or a critic and applying the content of the quote to works
written by the author.
relate literature to their own lives.
critically analyze the form and content of literary texts orally and in writing, using
appropriate terminology.
demonstrate insight and apply knowledge about the various cultures of the Hispanic
world as they relate to the literature being studied.
during discussion and in written work, support and defend their thesis statements with
evidence from the text under study.
make inferences while reading a complex text, decoding the implicit along with the
explicit.
make connections using the words and symbols used by the author to decipher
meaning from a work of fiction or poetry.
continually integrate the knowledge acquired from previous works read with works
currently under study;
construct meaning from context clues.
use a set of criteria to make judgments about a literary work.
categorize the content and structure of a literary work in order to identify major
elements, ideas, trends.
create an original poem.
create an original ending for a literary work.
write an essay expressing personal opinion on a topic related to the theme under study.
debate the merits of two literary works, two authors, the literature of one time period
vs another time period.
apply personal experience and prior knowledge to the themes under study.
Learning Activities
In order to achieve the learning objectives for this unit, students will participate in a variety
of instructional activities, including several of the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Whole class discussion
Group work
Paired work
Direct instruction/lecture with student notetaking
Debates
Read-alouds
Comparing and contrasting works of literature
Analyzing literary devices
Oral presentations
Critical analysis
The development of writing skills through analysis of models, direct instruction, peer editing
Identifying themes, symbols, motifs
Identifying and analyzing quotations
Forming generalizations and making connections between literature and personal life
Discussing and writing about their personal responses to the literature
Giving examples of thematic elements, irony, satire, humor, parody
Interpreting and explaining an author’s use of language, message, meaning, intent
Paraphrasing the salient points of a reading selection
Dramatizing the plays on the reading list
Reciting the poetry on the reading list
Differentiating among the many forms of versification
Researching topics in which the student expresses further interest
Performance Tasks, Assessments: All assessments in this course are intended to evaluate a
student’s advanced reading and writing ability at the college level. Thus, reading and writing
tasks are often integrated, as are reading and speaking tasks, when students are asked to
make formal class presentations.
1. Reading quizzes (which follow the multiple choice model of the College Board AP Literature
questions)
2. Vocabulary quizzes in which students must actively define and/ or use new vocabulary
accurately in context
3. Integrated Reading Tests with writing: Sample question: “Discuss the theme of Carpe diem in
both Garcilaso’s “Soneto XXIII” and “Góngora’s Soneto CLXVI.”
4. Short Writing tasks based on single questions, personal responses and/or analysis of the
literature under study
5. Long Essay writing: Sample question: “Some critics have interpreted El Burlador de Sevilla as a
biting indictment of Spanish society. Who is being criticized and for what reasons?”
Unit Resources



Abriendo Puertas: Antología de literatura en español, Tomo I y Tomo II (Volumes I & II)
Teacher generated materials including various critical analyses, author biographies, historical
accounts
Relevant films and artwork
APPENDIX B: Textbooks used in
World Language Program, 6-12
Mandarin Textbooks
Chinese for Youth Level One
Mandarin 1
Chinese for Youth Level Two
Mandarin 2
Chinese for Youth Level Three
Mandarin 3
Chinese for Youth Level Four
Mandarin 4
To Be Determined
AP Mandarin
French Textbooks
Bien Dit Level One or Discovering French Bleu
French 1 and 2 or 1A
Discovering French Blanc
French 3A
Bien Dit Level Two
French 3B and 4
Collage
French 4H
Quant à Moi
French 5
Trésors du Temps
French 5H
Trésors du Temps
French 6
Advanced Works of Literature
French 6H and AP
German Textbooks
Komm Mit Level One
German 1 and 2
Komm Mit Level Two
German 3 and 4
Advanced Works of Literature
AP German
Native Language Arts Textbooks
Sendas Level One
NLA 1
Sendas Level Two
NLA 2
Literatura y Arte
NLA 5
Civilización y Cultura
NLA 6
Advanced Works of Literature
AP Spanish Native
Italian Textbooks
Italian Espresso Level One
Italian 1
Italian Espresso Level Two
Italian 2 and 3
Prego
Italian 4
Crescendo
Italian 5
Latin Textbooks
Latin for Americans Level One
Latin 1 and 2
Latin for Americans Level Two
Latin 3
Advanced Works of Literature
Honors Latin Seminar
Spanish Textbooks
Exprésate Level One
Spanish 6 and 7/Spanish 1 and 2
Avancemos
Spanish 3A
Descubre
Spanish 4H
Abriendo Paso Lectura/Gramática
Spanish 5H
Galería and A Toda Vela
Spanish 6H
Exploraciones en Literatura
Advanced Works of Literature
AP Spanish
Abriendo Puertas
Advanced Works of Literature
AP Spanish Literature
Exprésate Level Two and Three
Spanish 3B and 4
Exprésate Level Three
Realidades Level Three
Spanish 5
Advanced Works of Literature
Spanish 6
Advanced Works of Literature
Spanish Elective