World Languages Curriculum Guide
I. RATIONALE
Academically speaking, the study of another language has been shown to enhance student
performance in other content areas by helping to build a solid foundation in basic subject
matter and skills. Of equal importance, as students learn to use world languages for
meaningful communication in both spoken and written form, they come to a better
understanding of the rules and structures governing the English language.
Globally speaking, through world languages study, students develop sensitivity to the
cultural and linguistic heritage of other groups, understand their influence on American
culture, and become prepared to participate in a society characterized by linguistic and
cultural diversity. It also provides students with a sense of personal satisfaction and
enjoyment in their ability to communicate with people from other cultures, especially in an
increasingly multiethnic community such as Everett.
Personally and professionally speaking, language study enables students to travel, live and
communicate more easily in non-English speaking countries. It allows students to
communicate with their parents and grandparents in their first language or in the language
of their ethnic background. It prepares students for international business opportunities,
and it increases employment opportunities for students in all professions.
In sum, language learning offers opportunities for students to:
 Gain enjoyment, pride and a sense of achievement.
 Express themselves creatively and imaginatively in another language.
 Apply and develop their knowledge of languages and language learning.
 Explore and apply strategies to improve their learning.
 Explore their own cultural identities and those of others.
II. EVERETT HIGH SCHOOL MISSION STATEMENT
The Mission of Everett High School is to meet the needs of every student in our increasingly
diverse community. Everett High School is committed to providing a safe, nurturing,
challenging environment that empowers students to become lifelong learners and
productive members of society.
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World Languages Curriculum Guide
III. EVERETT HIGH SCHOOL’S EXPECTATIONS FOR STUDENT LEARNING
Expectations for Student Learning:
1. Everett High School students will read comprehensively and critically.
2. Everett High School students will write coherently, creatively, logically, and critically
3. Everett High School students will be able to reason and problem solve effectively from both
written and observed sources.
4. Everett High School students will be able to communicate coherently and logically.
5. Everett High School students will apply, and integrate technology into their learning experience.
6. Everett High School students will maintain positive relationships with peers, adults, and within
the community.
IV. World Languages Department Statement of Commitment to Everett High School’s
Mission Statement and Goals for Student Learning
The Everett High School World Languages Department’s driving force behind the design of
all courses is twofold: Conformity to the Strands and Standards set by the Massachusetts
Foreign Languages Curriculum Framework, and commitment to carrying out the Everett
High School Mission Statement and Expectations for Student Leaning.

As the primary aim of second language acquisition is to develop, enhance, and perfect
aural/oral communication skills, students of World Languages receive numerous daily
opportunities to listen actively and speak effectively. Examples include dictation,
listening activities on CD, target language performance assessment, and recorded
speaking samples on assigned topics.

World Languages courses integrate the study of language with the study of culture,
which includes daily life, history, literature, visual and performing arts, mathematics,
and science. Students routinely examine data actively and critically to gain a deeper
understanding of and appreciation for the richness of diverse cultures.

World Languages study assists students in writing effectively by reinforcing an
understanding of English grammar, vocabulary, communicative, and writing skills.
Research shows that through study of second language structures and grammatical
concepts comes a clearer understanding of one’s first language.

Students are required to formally identify problems and formulate solutions when
answering open response questions or completing a multi-step project. Informally,
students often work in groups to consider and weigh multiple points of view. In these
ways, the World Languages department provides opportunities for students to reason
and problem solve effectively.
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World Languages Curriculum Guide

World Languages staff and students are fortunate to have the opportunity to apply and
integrate technology through the use of the Sony Language Laboratory. Activities such
as target language text messaging, random pair-share, and exploration of teacherchosen websites are creative ways to experience second language learning.
MASSACHUSETTS FOREIGN LANGUAGE CURRICULUM FRAMEWORK
I. CURRICULUM FRAMEWORK
The Massachusetts Foreign Languages Curriculum Framework parallels the national
Standards for Foreign Language Learning. The Strands (Communication, Cultures,
Comparisons, Connections, and Communities) describe the overall content and skills of
foreign language learning, teaching, and assessment. The Standards define what students
should know and be able to do by the end of various stages of their language study.
Communication
PreK-12 STANDARD 1: Interpersonal Communication
Students of modern languages will converse in a language other than English to provide and
obtain information, express feelings and emotions, and exchange opinions. Students of
classical languages will engage in simple oral exchanges and will develop reading skills with
discussions of texts conducted in English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a PreK-4
sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–10
sequence
Stage 2
[at the end of]
grade 8 in a PreK–8
sequence
grade 10 in a 6–10
sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using selected words, phrases, and expressions with no major repeated patterns of error,
students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
1.3 Ask and answer questions*
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, students will
1.8 Perform Stage 1 Learning Standards
1.9 Ask and respond to questions to clarify information
1.10 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 3
[at the end of]
grade 10 in a PreK–
10 sequence
grade 12 in a 6–12
sequence
Stage 4
[at the end of]
grade 12 in a PreK–
12 sequence
grade 12 in a 6–12
sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages,
with frequency of errors proportionate to the complexity of the communicative task,
students will
1.12 Perform Stage 1 and Stage 2 Learning Standards
1.13 Suggest possible solutions to a problem
1.14 Discuss personal feelings and ideas to persuade someone to
consider an alternate viewpoint
1.15 Share personal reactions to authentic literary texts, such as
letters, poems, plays, stories, novels, etc.*
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and
essay-length messages with some patterns of errors that do not interfere with meaning,
students will
1.16 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
1.17 Initiate, sustain, and close a conversation
1.18 Negotiate a compromise
1.19 Discuss national, international, or current events
1.20 Exchange opinions on a variety of contemporary or historical topics
1.21 Use rephrasing, summarization, or elaboration to substantiate
opinions or express ideas and emotions
1.22 Convince and persuade another person to adopt a plan or
viewpoint
1.23 Discuss and analyze literary texts*
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World Languages Curriculum Guide
Communication
PreK-12 STANDARD 2: Interpretive Communication
Students will understand and interpret ideas and information written or spoken in a language
other than English. In classical language study, discussion will be conducted in English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a PreK–
4 sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–10
sequence
Stage 2
[at the end of]
grade 8 in a PreK–
8 sequence
grade 10 in a 6–10
sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10 sequence
grade 12 in a 6–12
sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using selected words, phrases, and expressions with no major repeated patterns of error,
students will
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational
texts*
Using sentences, strings of sentences, and re-combinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, students will
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives,
advertisements, and brochures*
2.8 Understand important ideas and details in highly contextualized authentic and
adapted texts*
2.9 Understand learned expressions, sentences, questions, and polite commands in
messages*
2.10 Identify themes in fictional and non fictional works and relate them to personal
experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages with frequency of errors proportionate to the complexity of the communicative
task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama,
and poetry in the target literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 4
[at the end of]
grade 12 in a
PreK–12 sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and
essay-length messages with some patterns of errors that do not interfere with meaning,
students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
2.22 Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
2.23 Interpret literature based on evidence from the text*
2.24 Analyze moral/philosophical points presented in literary texts*
Communication
PreK–12 STANDARD 3: Presentational Communication
Students of modern languages will write and speak in a language other than English to
present information, concepts, and ideas on a variety of topics. Presentations in classical
language classes will usually take the form of speaking or writing in English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a PreK–4
sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–10
sequence
Stage 2
[at the end of]
grade 8 in a PreK–8
sequence
grade 10 in a 6–10
sequence
Stage 3
[at the end of]
grade 10 in a PreK–
10 sequence
grade 12 in a 6–12
sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using selected words, phrases, and expressions with no major repeated patterns of error,
students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
3.3 Express agreement and disagreement
3.4 Describe people, places, and things*
3.5 Write lists and short notes
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, students will
3.7 Perform Stage 1 Learning Standards
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages with frequency of errors proportionate to the complexity of the communicative
task, students will
3.12 Perform Stage 1 and Stage 2 Learning Standards
3.13 Develop and present solutions to problems
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
3.17 Write reviews about a story, play, movie or other form of literature*
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 4
[at the end of]
grade 12 in a PreK–
12 sequence
LEARNING STANDARDS
*applies to classical as well as modern language learning
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and
essay-length messages with some patterns of errors that do not interfere with meaning
students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or
about the target culture*
3.21 Write or prepare an oral or videotaped report about a personal interest
3.22 Recount events in an incident or a reading*
3.23 Narrate in the past, present, and future
Cultures
PreK-12 STANDARD 4: Cultures
Students will demonstrate an understanding of the traditions, perspectives, practices, and
perspectives of the culture studied, including human commonalities as reflected in history,
literature, and the visual and performing arts. In classical language study, discussion and
writing will be in English.
PROFICIENCY
LEVEL
Stage 1
[at the end of]
grade 4 in a
PreK–4
sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–
10 sequence
LEARNING STANDARDS
*applies to classical languages
Using selected words, phrases, and expressions with no major repeated patterns of error in the
target language, and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as
greetings, farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling,
celebrations, and dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories,
dramas, films, and photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes,
foods, currencies, games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.6
Demonstrate knowledge of artistic expression in the target culture by identifying,
learning, and performing songs, dances, or memorizing poems; by identifying and
making examples of crafts or visual arts using traditional techniques such as brush
painting, paper folding, or mosaics*
4.7
Demonstrate knowledge of the target culture’s geography by naming features
such as rivers, mountains, cities, and climate on maps*
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World Languages Curriculum Guide
PROFICIENCY
LEVEL
Stage 2
[at the end of]
grade 8 in a
PreK–8
sequence
grade 10 in a 6–
10 sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10
sequence
grade 12 in a 6–
12 sequence
LEARNING STANDARDS
*applies to classical languages
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, and using English when necessary, students will
4.8
Identify patterns of social behavior that are typical of the target culture*
4.9
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a
classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual
arts, films, and videos, and relate these to the cultural perspectives of the target
culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their
contributions*
4.12 Identify, place in chronological order, and describe the significance of important
historical evens in the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of
countries where the target language is or was used*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages, in the target language, with frequency of errors proportionate to the complexity of
the communicative task, and using English when necessary in classical language classes,
students will
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays,
and special events that are typical of the target culture, and discuss how they
reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a
variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of
examples of music, dance, plays, epic poetry and visual arts from various historical
periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals,
music, theatre, visual arts, commercials, films, videos and relate these to the
language and perspectives of the target culture*
4.18 Identify significant political, military, intellectual, and cultural figures and describe
how they shaped historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions,
governments, and the perspectives of the target culture*
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World Languages Curriculum Guide
PROFICIENCY
LEVEL
Stage 4
[at the end of]
grade 12 in a
PreK–12
sequence
LEARNING STANDARDS
*applies to classical languages
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essaylength messages, in the target language, with some patterns of errors that do not interfere with
meaning, and using English when necessary in classical language classes, students will
4.20 Describe the evolution of words, proverbs, and images and discuss how they reflect
cultural perspectives*
4.21 Analyze examples of literature, primary source historical documents, music, visual
arts, theatre, dance, and other artifacts from target culture(s) and discuss how they reflect
individual and cultural perspectives*
4.22 Describe conflicts in points of view within and among cultures and their possible
resolutions; and discuss how the conflicts and proposed resolutions reflect cultural and
individual perspectives*
4.23 Distinguish among knowledge, informed opinions, uninformed opinions,
stereotypes, prejudices, biases, open mindedness, narrow mindedness, and closed
mindedness in literature, primary and secondary source documents, mass media, and
multimedia presentations about and/or from culture; and discuss how these presentations
reflect cultural and individual perspectives*
4.24 Analyze how participants’ accounts of the same events can differ; how historians’
interpretations of events can change over time; and how participants’ and historians’
interpretations of events can reflect individual and cultural perspectives*
Comparisons
LEARNING STANDARD 5: Linguistic Comparisons
Students will demonstrate an understanding of the nature of language through comparison of
the language studied with their own. In classical language study, discussion and writing will
be in English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a
PreK–4 sequence
grade 8 in a 6–8
sequence
LEARNING STANDARDS
*applies to classical language learning
Using selected words, phrases, and expressions with no major repeated patterns of error in
the target language, and using English when necessary, students will
5.1: Ask and answer questions regarding similar/different phonetic/writing systems
used in the target language*
5.2 Give examples of ways in which the target language differs from/is similar to
English*
5.3 Give examples of borrowed and loan words*
5.4 Identify linguistic characteristics of the target language and compare and contrast
them with English linguistic characteristics*
grade 10 in a 8–
10 sequence
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 2
[at the end of]
grade 8 in a
PreK–8 sequence
grade 10 in a 6–
10 sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10
sequence
grade 12 in a 6–
12 sequence
Stage 4
[at the end of]
grade 12 in a
PreK–12
sequence
LEARNING STANDARDS
*applies to classical language learning
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, and using English when necessary, students will
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in
poetry*
5.9 Recognize grammatical categories such as tense, gender, and agreement in the
target language and English*
5.10 Give examples of words or word parts from the target language that have been
adopted into the English language*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages, in the target language, with frequency of errors proportionate to the complexity of
the communicative task, students will
5.11 Analyze differences and similarities between the writing systems of both
languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in
poetry in the target language and in English*
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio
broadcasts in the target language
5.14 Discuss and analyze idiomatic expressions in the target language*
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essaylength messages, in the target language, with some patterns of errors that do not interfere
with meaning students will
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from
the target language*
5.16 Read and view several literary works (print, film, multimedia) with related themes
and compare them*
5.17: Describe a major aspect of the linguistic system of the target language (such as
syntax, style, body language, pragmatics, etc.) and compare and contrast this to a
comparable aspect of English*
5.18 Describe similarities in themes and details found in narratives of the target
language and English*
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World Languages Curriculum Guide
Comparisons
PreK-12 STANDARD 6: Cultural Comparisons
Students will demonstrate an understanding of the concept of culture through comparison of
the target culture with their own. In classical language study, discussion and writing will be in
English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a PreK–
4 sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–
10 sequence
Stage 2
[at the end of]
grade 8 in a PreK–
8 sequence
grade 10 in a 6–
10 sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10
sequence
grade 12 in a 6–
12 sequence
LEARNING STANDARDS
*applies to classical language learning
Using selected words, phrases, and expressions with no major repeated patterns of error in
the target language, and using English when necessary, students will
6.1 Ask and answer questions regarding different forms of communication in the
target culture and their own such as signs, symbols, displays, and inscriptions*
6.2 Describe the patterns of behavior of the target culture such as celebrations and
compare/contrast them with those of their own culture*
6.3 Describe some cultural beliefs and perspectives relating to family, school, and play
in both target culture and their own*
6.4 Identify and discuss cultural characteristics of the target culture and compare and
contrast them to cultural characteristics of their own culture*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, and using English when necessary, students will
6.5 Compare, contrast, and exchange views on an aspect of the target culture*
6.6 Discuss basic needs of people for food, clothing, and shelter, and compare how
they have been met in various cultures*
6.7 Compare and contrast examples of music, visual arts, dance, and theatre from the
target culture with examples from their own culture*
6.8 Compare, contrast, and report on cultural traditions and celebrations*
6.9 Compare folktales from the target culture and the students’ own culture*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages, in the target language, with frequency of errors proportionate to the complexity of
the communicative task, students will:
6.10 Compare, contrast, and exchange opinions on issues that are of contemporary or
historical interest in the target culture and the students’ own culture(s)*
6.11 Compare and contrast graphic and statistical information such as population and
income of the target culture with similar information about the U.S.*
6.12 Analyze examples of how authors in the target culture view the role of the United
States or other countries
6.13 Compare, contrast, and present the treatment of controversial issues in both the
target culture and their own culture*
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 4
[at the end of]
grade 12 in a
PreK–12
sequence
LEARNING STANDARDS
*applies to classical language learning
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essaylength messages, in the target language, with some patterns of errors that do not interfere
with meaning, students will:
6.14 Compare, contrast, and discuss how a social issue is treated in primary sources in
both English and the target language*
6.15 Compare and contrast how international events are or have been reported in the
target culture’s media*
6.16 Analyze and present how an important event was covered in the media in the
target culture and how the U.S. media covered the same or similar events*
Connections
LEARNING STANDARD 7: Connections
Students of modern and classical languages will use the target language to reinforce and
expand their knowledge of other disciplines and to acquire new information and knowledge.
In classical language study, discussion and presentations will be in English.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a
PreK–4
sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–
10 sequence
LEARNING STANDARDS
*applies to classical language Learning
Using selected words, phrases, and expressions with no major repeated patterns of error,
students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the
target language*
Examples of this include:
 obtaining geographical information from printed maps and travel guides or Internet
resources in the target language and using this information to achieve the learning
standards from the Geography Strand of the History and Social Science Framework
 reading age-appropriate authentic fiction and nonfiction from the target culture and
analyzing it using the learning standards from the Literature Strand of the English Language
Arts Framework
 collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
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World Languages Curriculum Guide
PROFICIENCY LEVEL
Stage 2
[at the end of]
grade 8 in a
PreK–8
sequence
grade 10 in a 6–
10 sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10
sequence
grade 12 in a 6–
12 sequence
Stage 4
[at the end of]
grade 12 in a
PreK–12
sequence
LEARNING STANDARDS
*applies to classical language Learning
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, students will:
7.2
Obtain information and knowledge related to other disciplines from sources in the
target language*
Examples of this include:
 obtaining political and economic information from newspapers, other print sources, and
interactive CD roms in the target language and using this information to achieve the
learning standards of the Civics and Government and Economics Strands of the History and
Social Science Framework
 gathering demographic information from the target culture and applying the learning
standards from the Statistics and Probability Strand of the Mathematics Framework to its
analysis
 learning song lyrics written in the target language and applying the learning standards of
the Music Strand of the Arts Framework when singing and the Language Strand of the
English Language Arts Framework when discussing the meaning of the lyrics.
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages, with frequency of errors proportionate to the complexity of the communicative task,
students will:
7.3 Obtain information and knowledge related to other disciplines from sources in the
target language*
Examples of this include:
 collaborating by e-mail with students in the target culture to collect data on ecosystems
and using this knowledge in achieving the learning standards of the Domains of Science:
Life Sciences Strand of the Science and Technology Framework
 comparing examples of literary criticism in the target language and English and applying
the learning standards of the Literature Strand of the English Language Arts Framework
 studying videotapes of contemporary and folk dance choreography from the target culture
and analyzing them using the learning standards of the Dance Strand of the Arts
Framework and the Personal and Physical Health Strand of the Health Curriculum
Framework Relations Strand of the Mathematics Framework.
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essaylength messages with some patterns of errors that do not interfere with meaning, students will
7.4 Obtain information and knowledge related to other disciplines from sources in the
target language*
Examples of this include:
 analyzing depictions of mythology by applying the learning standards of the History Strand
of the History and Social Science Framework and the Literature Strand of the English
Language Arts Framework
 learning technical vocabulary in the target language to explain a design project when
applying the learning standards of the Technology Strand of the Science and Technology
Framework
 researching examples of cultural encounters in history by reading primary source
documents from the target culture and analyzing them by using the learning standards of
the History Strand of the History and Social Science Framework.
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World Languages Curriculum Guide
Communities
PRE K–12 STANDARD 8: Communities
Students will use languages other than English within and beyond the school setting.
Students of classical languages will recognize elements of classical languages and ancient
cultures in the world around them, and they will share insights derived from their study of
classical languages with others within and beyond the classroom setting.
PROFICIENCY LEVEL
Stage 1
[at the end of]
grade 4 in a
PreK–4 sequence
grade 8 in a 6–8
sequence
grade 10 in a 8–
10 sequence
Stage 2
[at the end of]
grade 8 in a
PreK–8 sequence
grade 10 in a 6–
10 sequence
Stage 3
[at the end of]
grade 10 in a
PreK–10
sequence
grade 12 in a 6–
12 sequence
LEARNING STANDARDS
*applies to classical language Learning
Using selected words, phrases, and expressions with no major repeated patterns of error,
students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
 conversing with speakers of the target language; or
 reading and writing e-mail or letters; or
 making and exchanging drawings or photographs, and discussing them orally or in
letters and e-mail with students in another community in Massachusetts, the United
States, or another country.*:
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative
task, students will:
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
 conversing with speakers of the target language; or
 reading and writing e-mail or letters; or
 making and exchanging videotapes, newsletters, photographs, and artwork and
discussing them orally or in letters and e-mail with students in another community in
Massachusetts, the United States, or another country.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length
messages, with frequency of errors proportionate to the complexity of the communicative
task, students will:
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
 interviewing one person about his or her occupation or interests
 locating community, state, and national organizations that support the study of
languages and cultures and report on their programs and events
 researching and presenting information about a linguistic or cultural group in
Massachusetts in the present time.
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PROFICIENCY LEVEL
Stage 4
[at the end of]
grade 12 in a
PreK–12
sequence
LEARNING STANDARDS
*applies to classical language Learning
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essaylength messages with some patterns of errors that do not interfere with meaning, students
will:
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
 locating speakers or scholars of the target language in the community, region, or
state and establishing ongoing communication through correspondence, multiple
interviews or conversations, internships, or volunteer activities
 locating newspapers, magazines, newsletters, television or radio stations, or websites
that use languages other than English and contributing letters, articles, or other
materials in the target language
 describing work and volunteer opportunities requiring second language skills in
international government relations, international businesses, and international nonprofit organizations.
FRENCH I
COURSE DESCRIPTION
Students with no prior knowledge of French will begin to develop the four basic skills necessary
to communicate in a second language: listening, speaking, reading, and writing. They will be
introduced to the customs, culture, and geography of the French-speaking world through
comparison and contrast with those of native English speakers. Additionally, students will
begin to acquire a sensitivity to and appreciation for the diversity of both their local and global
communities.
PREREQUISITE
None
CONTENT OUTLINE
I. Preliminary Chapter
A. Essential question
1. What are the practical benefits of being multilingual/multicultural?
B. Thinking level objective
1. Rank order the advantages of knowing another language, and defend your
choice of rank.
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Preliminary Chapter Continued:
C. Mastery level objectives
1. Discuss the advantages of knowing another language
2. Discuss French language heritage in the US
3. Identify countries where French is spoken.
4. Respond to and use phrases relating to school routines
5. Identify ways to best learn Spanish
D. Grammar
1. Alphabet
2. Cognates
3. Numbers 1-20
4. Punctuation and accents
E. Culture
1. Map of the French-speaking world
2. Famous people
3. Gestures
II. Chapter 1
A. Essential question
1. If you were a new student on the first day of school in a new country,
what kinds of things would you like to be aware of?
B. Thinking level objective
1. Invent and perform a scenario in which you introduce a new foreign
exchange student to the class.
C. Mastery level objectives
1. Greet and respond to greetings
2. Introduce and respond to introductions
3. Ask how someone is, answer how you are
4. Ask and answer how old someone is
5. Express likes and dislikes
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Chapter One Continued:
D. Grammar
1. Subject pronouns (singular/plural familiar/formal)
2. Use of the “ER” verb aimer in the present tense
3. Forming information questions using how and how many
4. Singular definite articles
5. Noun gender and agreement
6. Negation
E. Culture
1. Greetings, good-byes and gestures
2. First names
3. Leisure time activity
III. Chapter 2
A. Essential question
1. What are the benefits of being well organized?
2. What is the difference between your wants and needs? What is more
important to you?
B. Thinking level objective
1. Draw a school map to help exchange students find their way around.
C. Mastery
1. Statements of agreement and disagreement
2. Ask for and give information.
3. Tell when you have class.
4. Ask for and express opinions.
D. Grammar
1. Using si instead of oui to contradict a negative statement.
2. The verb avoir
E. Culture
1. The French educational system.
2. The French class schedule.
3. 24 hour time (official and non official).
4. Curriculum in French schools.
5. French grading system.
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IV. Chapter 3
A. Essential question
1. Does a longer school day make a smarter student?
B. Thinking level objectives
1. Illustrate advertisements for a store by creating a catalogue and label
each item with the correct price.
C. Mastery level objectives
1. Make and respond to requests
2. Ask others what they need and tell others what you need.
3. Tell what you like and like to do.
4. Get someone’s attention
5. Express thanks.
6. Ask for information.
D. Grammar
1. Indefinite articles
2. Demonstrative adjectives
3. Adjective agreement and placement
E. Culture
1. Bagging your own purchases.
2. Buying schools supplies in French speaking countries.
3. French currency.
4. Expressing prices.
V.
Chapter 4
A. Essential questions
1. How important are sports and hobbies in our daily lives?
B. Thinking level objectives
1. Create a 1 month calendar and cite important events and dates.
C. Mastery level objectives
1. Tell how much you like or dislike something.
2. Exchange information.
3. Make, accept, turn down suggestions.
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Chapter Four Continued:
D. Grammar
1. Expressions with faire and jouer.
2. Question formation with “Est-ce que..?”
3. “De” after a negative verb
4. Conjugation of the verb faire
5. Pronoun “On”.
6. Adverbs of frequency.
E. Culture
1. Old and new in Québec city.
2. Celsius and Fahrenheit
3. Sports in Francophone countries
VI.
Chapter 5
A. Essential question
1. To what extent are we influenced by the opinion of others?
B. Thinking level objective
1. Design a menu for a café you will open including a list of appropriate
prices in Euros.
C. Mastery level objective
1. Making suggestions and excuses.
2. Making a recommendation.
3. Getting someone’s attention.
4. Ordering food and beverages.
5. Inquiring about expressing likes and dislikes.
6. Paying the check.
D. Grammar
1. Verb ‘prendre’
2. Imperative tense
E. Culture
1. Food served in a café.
2. Wait persons as professionals
3. La litote
4. Tipping
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VII.
Chapter 6
A. Essential question
1. Is social interaction a necessity for human fulfillment?
B. Thinking level objectives
1. Prepare a brochure that outlines a vacation spot in the francophone
world.
C. Mastery level objectives
1. Making plans
2. Extending and responding to invitations
3. Arranging to meet someone
D. Grammar
1. Using le with the days of the week
2. Verb aller + infinitive
3. Contractions with “a”
4. Verb vouloir
5. Information
E. Culture
1. Going out
2. Dating in France
3. Conversational time
VIII.
Chapter 7
A. Essential question
1. How are individuals a product of their family upbringing?
B. Thinking level objective
1. Draw a family tree, labeling at least three generations with the names of
family members and their relationship to you.
C. Mastery level objectives
1. Identifying people
2. Introduction people
3. Describing and characterizing people
4. Asking for, giving, and refusing permission
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Chapter Seven Continued:
D. Grammar
1. Possession with “de”
2. Possessive adjectives
3. Adjective agreement
4. Verb “etre”
E. Culture
1. Family life
2. Pets in France
IX. Chapter 8
A. Essential question
1. How does food impact human life beyond fulfilling nutritional needs?
B. Thinking level objective
1. Dramatize a market place scene, acting as vendors and customers.
C. Mastery level objectives
1. Expressing need
2. Making, accepting and declining requests
3. Telling someone what to do
4. Offering, accepting or refusing food
D. Grammar
1. The partitive articles
2. Avoir with besoin
3. Verb pouvoir
4. Des with expressions of quantity
5. Pronoun “en”
E. Culture
1. Ivorian market
2. Shopping for groceries in francophone countries
3. Foods of Cote d’Ivoire
4. Mealtimes in Francophone countries
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X.
RESOURCES
A. Text
 !Ven conmigo! Holt, Rinehart and Winston 2000
B. Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communization Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
C. Audio-Visual Materials
 Ven Conmigo, Audio Compact Discs
 Ven Conmigo, Video Programs
FRENCH II
COURSE DESCRIPTION
Students with no prior knowledge of French will begin to develop the four basic skills necessary
to communicate in a second language: listening, speaking, reading, and writing. They will be
introduced to the customs, culture, and geography of the French-speaking world through
comparison and contrast with those of native English speakers. Additionally, students will
begin to acquire a sensitivity to and appreciation for the diversity of both their local and global
communities.
PREREQUISITE
Successful completion of French I.
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CONTENT OUTLINE
I. Chapter 9
A. Essential question
1. Can one solve his or her own problems without looking to others?
B. Thinking level objective
1. Invent and perform a scenario in which you ask someone for advice.
C. Mastery level objectives
1. Asking for and expressing opinions
2. Inquiring about and relating past events
3. Making and answering a telephone call
4. Sharing confidences and consoling others
5. Asking for and giving advice
D. Grammar
1. The passé with avoir
2. Placement of adverbs with the passé composé
3. The –re verbs: répondre
4. The object pronouns le, la, les, lui and leur
E. Culture
1. History of Arles
2. The French telephone system
3. Telephone habits of French-speaking teenagers
II. Chapter 10
A. Essential question
1. What is the difference between a “need” and a “want”? What do added
possessions bring to one’s life?
2. What is the difference between your wants and needs?
What is more important to you?
B. Thinking level objective
1. Prioritize a list of clothing items that are indispensable to your wardrobe.
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Chapter Ten Continued:
C. Mastery
1. Asking for and giving advice.
2. Expressing need; inquiring
3. Asking for an opinion; paying a compliment; criticizing
4. Hesitating; making a decision
D. Grammar
1. The verbs mettre and porter
2. Adjectives used as nouns
3. The –ir verbs: choisir
4. The direct object pronouns le, la, and les
5. C’est versus il/elle est
E. Culture
1. Clothing sizes
2. Fashion in francophone countries
3. Responding to compliments
III. Chapter 11
A. Essential question
1. How does travel abroad affect the way one looks at their own culture?
B. Thinking level objectives
1. Evaluate several countries for study abroad opportunities.
C. Mastery level objectives
1. Inquiring about and sharing future plans
2. Expressing indecision; expressing wishes
3. Asking for advice, making, accepting, and refusing suggestions
4. Reminding, reassuring
5. Seeing someone off
6. Asking for and expressing opinions
7. Inquiring about and relating past events
D. Grammar
1. The prepositions a and en
2. The -ir verbs: partir
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Chapter Eleven Continued
E. Culture
1. Colonies de vacances
2. Vacations
IV. Chapter 12
A. Essential questions
1. Does city life bring people closer together or drive them apart?
B. Thinking level objectives
1. Create a tourist guide of your city with directions to major points of
interest.
C. Mastery level objectives
1. Pointing out places and things.
2. Making and responding to requests.
3. Asking for advice.
4. Making suggestions.
5. Asking for and giving directions
D. Grammar
1. The pronoun y.
2. Contractions with de.
E. Culture
1. Store hours in France and Martinique.
2. Making “small talk” in francophone countries
3. Getting a driver’s license in francophone countries
4. DOMs and TOMs
5. Public areas downtown
V. Chapter 1 (French Level 2 Textbook)
A. Essential question
1. To what extent are we influenced by the opinion of others?
B. Thinking level objective
1. Using a French menu, select three items and calculate the bill.
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Chapter One (French Level 2 Textbook) Continued:
C. Mastery level objective
1. Describing and characterizing yourself and others
2. Expressing likes, dislikes, and preferences
3. Asking for information
4. Asking for and giving advice
5. Asking for, making, and responding to suggestions
6. Relating a series of events
D. Grammar
1. The verbs avoir and etre
2. Adjective agreement
3. The interrogative adjective quel
4. Choisir and other –ir verbs
5. The imperative
6. The future with aller
E. Culture
1. Travel documents for foreign countries
2. Ethnic restaurants
3. Studying abroad
VI. Chapter 2
A. Essential question
1. Is social interaction a necessity for human fulfillment?
B. Thinking level objectives
1. Create a dialogue asking about another person and compliment their style
of dress.
B. Mastery level objectives
1. Welcoming someone and responding to someone’s welcome.
2. Asking about how someone is feeling and telling how you’re feeling.
3. Pointing out where things are.
4. Paying and responding to compliments.
5. Asking for and giving directions.
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Chapter Two (Continued)
C. Grammar
1. Using tu and vous
2. Question formation
3. Adjectives that precede the noun
4. Contractions with a
E. Culture
1. Paying and receiving compliments
2. Teenagers’ bedrooms in France
3. Notre-Dame-de-Chartres
4. Houses in francophone countries
VII. Chapter 3
A. Essential question
1. How are individuals a product of their family upbringing?
B. Thinking level objective
3. Plan a party along with the menu for the meal.
C. Mastery level objectives
1. Making purchases
2. Asking for, offering, accepting, and refusing food
3. Paying and responding to compliments
4. Asking for and giving advice
5. Extending good wishes
D. Grammar
1. The object pronoun en
2. The partitive articles
3. The indirect object pronouns lui and leur
D. Culture
1. Neighborhood stores
2. Typical meals in the francophone world
3. Courses of a meal and their order
4. The Euro
5. Special occasions
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VIII.
Chapter 4
A. Essential question
1. How does food impact human life beyond fulfilling nutritional needs?
B. Thinking level objective
1. Design a masque for Carnaval festivities.
C. Mastery level objectives
1. Asking for information and describing a place
2. Asking for and making suggestions
3. Emphasizing likes and dislikes
4. Relating a series of events
D. Grammar
1. Recognizing reflexive verbs
2. The reflexive pronoun se and me
3. The relative pronouns ce qui and ce que
4. The present tense of reflexive verbs
5. Adverbs of frequency
E. Culture
1. La ville de Saint-Pierre
2. Places to visit in different regions
3. Yoles rondes
4. The créole language
5. Carnaval
6. Music and dance in Martinique
IX. RESOURCES
A. Text
 !Ven conmigo! Holt, Rinehart and Winston 2000
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Resources (Continued):
B. Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communization Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
C. Audio-Visual Materials
 Ven Conmigo, Audio Compact Discs
 Ven Conmigo, Video Programs
FRENCH II HONORS
COURSE DESCRIPTION
The French II Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in French. After a brief review of grammar and vocabulary presented in French I,
students will be introduced to more complex structures. Emphasis will be on speaking French in
class as often as possible, writing coherent paragraphs and dialogs with greater accuracy, and
exploring cultural similarities and differences among French speaking countries and the
students’ own cultures. This year of study is an important one for students intending to
continue their study of French in order to enhance their college acceptance opportunities.
Additionally, students will be introduced to pre-AP strategies using readings and exercises from
the French AP Language curriculum. In this way, students will begin to prepare themselves for
the possibility of taking the AP French exam in their senior year.
PREREQUISITES
 A grade of B or higher in French I or the approval of the Principal’s designee
 Summer assignment
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CONTENT OUTLINE
The French II Honors course follows the same content outline as French II. Students will also:



Keep dialectical journals.
Study the novel, mademoiselle c, by philippe ranger.
Complete a research project with a Powerpoint component.
FRENCH 3
COURSE DESCRIPTION
Students will continue to develop communicative skills with special emphasis on speaking and
writing. Reports, role play and general conversation will encourage oral proficiency. Cultural
appreciation through films, literature, audiocassettes and research will be carefully explored.
Interdisciplinary studies of literary movements and historical figures will be researched and
discussed. This course is intended to develop a strong sense of student proficiency and to
encourage him/her to continue with language studies.
PREREQUISITE
Successful completion of French II and/or teacher approval.
CONTENT OUTLINE
I. CHAPITRE 5: QUELLE JOURNEE!
A. Essential question
1. Qu’est-ce que tu aimes à l’école? Pourquoi?
B. Thinking level objective
1. Imagine that your school is preparing a time capsule to be opened by
students in the year 2099. Your French class has been asked to keep a
journal describing the lives of teenagers in your time period. Write a
journal entry describing the best or worst day of your school year.
C. Mastery level objectives
1. Expressing concern for someone
2. Inquiring; expressing satisfaction and frustration
3. Sympathizing with and consoling someone
4. Giving reasons and making excuses
5. Congratulating and reprimanding someone
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CHAPITRE 5: QUELLE JOURNEE!
D. Grammar
1. The passé composé with avoir
2. Introduction to the passé composé with être
E. Culture
1. Carnet de correspondance
2. Meals at school
3. French grades and report cards
4. School life in francophone countries
II. CHAPITRE 6: A NOUS, LES CHATEAUX
A. Essential question
1. Qui sont les personages historiques que tu as éstudiés? Pourquoi?
B. Thinking level objective
1. Summarize the life and accomplishments of a famous person from your
region.
C. Mastery level objectives
1. Asking for opinions; expressing enthusiasm, indifference, and
dissatisfaction
2. Expressing disbelief and doubt
3. Asking for and giving information
D. Grammar
1. The phrase c’était
2. The passé composé with être
3. Formal and informal phrasing of questions
4. The verb ouvrir
E. Culture
1. Types of châteax in France
2. Buses and trains in France
3. Studying historical figures in school
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III. CHAPITRE 7: EN PLEINE FORME
A. Essential question
1. Qu’est-ce qu’il faut faire pour être en forme?
B. Thinking level objective
1. Create a brochure targeting high school students with guidelines for
healthy living. Provide information that will include diet, exercise, and
healthful habits. You can illustrate the brochure with your own drawings,
or with pictures cut from magazines.
C. Mastery level objectives
1. Expressing concern for someone and complaining
2. Giving advice; accepting and rejecting advice
3. Expressing discouragement and offering encouragement
4. Justifying your recommendations; advising against something
D. Grammar
1. Reflexive verbs in the passé composé
2. The pronoun en with activities
3. The verbs devoir and se nourrir
E. Culture
1. Pharmacies in France
2. Figures of speech
3. Teenagers’ exercise habits
4. Staying healthy
5. Mineral water
IV. CHAPITRE 8 C’ETAIT COMME ÇA
A. Essential question
1. Est-ce que tu preéfères la vie en ville ou à la campagne? Pourqoui?
B. Thinking level objectives
1. You’ve just returned from a trip back in time to a culture very different
from your own. Compare and contrast life in the culture and time period
with your own.
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CHAPITRE 8 C’ETAIT COMME ÇA
C Mastery level objectives
1. Telling what or whom you miss; reassuring someone
2. Asking and telling what things were like
3. Reminiscing
4. Making and responding to suggestions
D. Grammar
1. The imparfait of avoir and être
2. Formation of the imparfait
3. Si on + the imparfait
E. Culture
1. Village life in Côte d’Ivoire
2. Ethnic groups in West Africa
3. High school in Côte d’Ivoire
4. Félix Houphouët-Boigny
5. Abidjan
6. City versus country living
V. CHAPITRE 9: TU CONNAIS LA NOUVELLE?
A. Essential question
1. Comment est l’ami ideal?
B. Thinking level objective
1. A French literary magazine is show-casing the works of American
students learning French language and culture. Create your own histoire
marseillaise for publication in the magazine.
C. Mastery level objectives
1. Wondering what happened; offering possible explanations
2. Accepting and rejecting explanations
3. Breaking some news; showing interest
4. Beginning, continuing, and ending a story
D. Grammar
1. Avoir l’aire + adjective
2. The passe compose vs. the imperfect
3. The passé composé vs. the imparfait with interrupted actions
4. Using être en train de and the imparfait
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CHAPITRE 9: TU CONNAIS LA NOUVELLE?
E. Culture
1. The cours Mirabeau, Aix-en-Provence
2. Histories marseillaises
3. Friendship
VI. CHAPITRE 10: JE PEUX TE PARLER?
A. Essential question
1. Qu’est-ce que tu fais qund tu as un problème?
B. Thinking level objective
1. Create a poem in which you describe a problem or misunderstanding
among teenagers.
C. Mastery level objectives
1. Sharing a confidence
2. Asking for and giving advice
3. Asking for and granting a favor; making excuses
4. Apologizing and accepting an apology; reproaching someone
D. Grammar
1. Object pronouns and their placement
2. Direct object pronouns with the passé composé
3. Object pronouns before and infinitive
E. Culture
1. Paul Cézanne
2. Roman ruins in Aix-en-Provence
3. Provençale cuisine
4. Talking about personal problems
VII. CHAPITRE 11: CHACUN SES GOUTS
A. Essential question
1. Qu’est-ce que tu aimes comme musique? Qu’est-ce qu’on joue comme
film? Pourquoi?
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CHAPITRE 11: CHACUN SES GOUTS
B. Thinking level objective
A. Propose a book that you think would make a great movie. Briefly
summarize the plot, main characters, and tell why you think this book would
make a great movie.
C. Mastery level objectives
1. Identifying people and things
2. Asking for and giving information
3. Giving opinions
4. Summarizing
D. Grammar
1. The verb connaître
2. C’est versus il/elle est
3. The relative pronouns qui and que
E. Culture
1. La Fête de la Musique
2. Musical tastes
3. Movie theaters in France
4. The Minitel
VIII.
CHAPITRE 12: A LA BELLE ETOILE
A. Essential question
1. Quels sont les animaux en voie de disparition dans ta 35egión? Pourquoi?
B. Thinking level objective
1. Imagine that you’re one of the first pioneers who explored the unsettled
wilderness of Canada. Write an account of your adventures, making sure
to include descriptions of the landscape, of any animals you encountered,
and of any problems you faced.
C. Mastery level objectives
1. Asking for and giving information; giving directions
2. Complaining; expressing discouragement and offering encouragement
3. Asking for and giving advice
4. Relating a series of event; describing people and places
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D. Grammar
1. The verb emporter
2. The passé composé and the imparfait
E. Culture
1. Le parc de la Jacques-Cartier
2. Ecology in Canada
3. Endangered animals
4. French-Canadian expressions
IX.
Resources
A. Text
 Allez, viens! Holt, Rinehart and Winston 2000
B. Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communication Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
C. Audio-Visual Materials
 Allez, viens!, Audio Compact Discs
 Allez, viens!, Video Programs
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FRENCH III HONORS
COURSE DESCRIPTION
The French III Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in French. In addition to an intensive review of grammar and vocabulary, the
fundamentals of French history and literature will gradually be introduced. Additionally,
students will begin to prepare themselves for the possibility of taking the AP French exam in
their senior year. The class will be conducted primarily in French. Additionally, students will
continue practicing pre-AP strategies using required readings and grammatical concepts from
the French AP Language syllabus. In this way, students will begin to prepare themselves for
taking the AP French Language exam in their senior year.
PREREQUISITES
 A grade of B or higher in French 1I Honors or the approval of the Principal’s designee
 Summer assignment
CONTENT OUTLINE
The French III Honors course follows the same content outline as French III. Students will also
study the following excerpts from the reader, Images:








Mon emploi du temps
Bonne année!
Qu’est-ce que vous dites?
Qui suis-je?
Avez-vous confiance en vous?
MC Solaar, la star du rap français
De l’Afrique à la NBA, le voyage d’un champion de basket
Hollywood à Montréal
FRENCH IV
COURSE DESCRIPTION
The French IV course provides an opportunity to perfect the skills necessary to achieve
communicative competence in French. In addition to an intensive review of grammar and
vocabulary, students will continue studying the fundamentals of French history and literature
begun in French III in order to prepare themselves for taking the AP French exam in their senior
year. Students will continue to practice pre-AP strategies using required readings from the
French AP Language syllabus. The class will be conducted primarily in French. A grade of B or
higher in French 3 Honors or the approval of the Principal’s designee is a prerequisite. Summer
work will be required. Failure to complete summer assignments will result in removal of honors
credit.
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World Languages Curriculum Guide
FRENCH IV CONTINUED:
PREREQUISITE
Successful completion of French III
CONTENT OUTLINE
I.
Chapitre 1: France, les régions
Location: France (Review)
A. Essential question
1. Chaque région en France se différencie des autres par son histoire, sa
culture, et ses traditions. Choisis une région de la France que tu trouves
intéressante. Crée une brochure pour convaincre des touristes de visiter
cette région.
B.
C.
Thinking level objective
1. Create a brochure where you would entice tourists to visit a French
region.
Mastery level objectives
1. Identify a region in France
2. Outline its history, culture, and traditions
3. Renewing old acquaintances
4. Inquiring; expressing enthusiasm and dissatisfaction
5. Exchanging information
6. Asking and describing what a place was like
7. Expressing indecision
8. Making recommendations
9. Ordering and asking for details
D. Grammar
1. The passé compose
2. The imparfait
E. Culture
1. Traditional regional clothing
2. Regional specialties
3. Regional foods
[38]
World Languages Curriculum Guide
F.
II.
Reentry
1. Sports and activities
2. Food vocabulary
3. Definite, indefinite, and partitive articles
4. Question formation
Chapitre 2: Belgique, nous voilà!
Location: Belgium (Review)
A. Essential Question
1. Les bandes dessinées sont populaires parmi les enfants. Est-ce que
toutes les bandes dessinées sont écrites pour les plus jeunes? Justifie
tes réponses en citant des exemples.
B. Thinking level objective
1. Examine comic books
2. Identify age appropriateness for different comic books
C. Mastery level objectives
1. Reading French comic books
2. Asking for and giving directions
3. Expressing impatience
4. Reassuring someone
5. Expressing enthusiasm and boredom
6. Asking and telling where things are
D. Grammar
1. The verb conduire
2. The imperative
3. Pronouns and their placement
E. Culture
1. Languages in Belgium
2. Favorite comic book characters
3. Overview of Belgium
F. Reentry
1. The future with “aller”
2. Making, accepting, and refusing suggestions
[39]
World Languages Curriculum Guide
III.
Chapitre 3: Soyons responsables!
Location: Switzerland
A. Essential Question
1. On dit des Suisses qu’ils sont disciplinés et travailleurs. Pensez-vous
que lea américains sont aussi disciplinés et travailleurs que les
Suisses? Expliquez votre point de vue et donnez un ou deux
exemples.
B. Thinking level objective
1. Compare and contrast Swiss and American discipline and work ethics.
C. Mastery level objectives
1. Asking for, granting, and refusing permission
2. Expressing obligation
3. Forbidding
4. Reproaching
5. Justifying your actions and rejecting others' excuses
D. Grammar
1. The subjunctive
2. Ne…pas + infinitive
E. Culture
1.
2.
3.
4.
5.
Swiss work ethic
Switzerland's neutrality
Overview of Switzerland
Environmental issues
La minuterie
F. Reentry
1.
2.
3.
4.
The verb devoir
Complaining
Chores
Negative expressions
[40]
World Languages Curriculum Guide
IV.
Chapitre 4: Des goûts et des couleurs
Location: France
A. Essential Question
1. La France est bien connue pour son influence sur la mode. Quel que soit
leur âge, style, ou niveau social, ils font attention à ce qu’ils portent. Et toi,
quels styles de vêtements et de coiffure est-ce que tu aimes?
B. Thinking level objectives
1. Illustrate the type of clothing and hairdos that fit your style.
C.
Mastery level objectives
1. Asking for and giving opinions
2. Asking which one(s)
3. Pointing out and identifying people and things
4. Paying and responding to compliments
5. Reassuring someone
D. Grammar
1. The interrogative and demonstrative pronouns
2. The causative faire
E. Culture
1. French clothing stores
2. Fashion and personal style
3. French sense of fashion
F. Reentry
1. Clothing vocabulary
2. Adjectives referring to clothing
3. Family vocabulary
4. Chores
[41]
World Languages Curriculum Guide
V.
Chapitre 5: C'est notre avenir
Location: Senegal
A. Essential Question
1. Fais une liste de tes qualifications et écris une lettre à l’université de ton
choix pour les persuader de t’accepter.
B. Thinking level objective
1. Analyze and identify your qualifications to create a positive image in
order to persuade the college of your choice to accept you.
C. Mastery level objectives
1. Asking about and expressing intentions
2. Expressing conditions and possibilities
3. Asking about future plans
4. Expressing wishes
5. Expressing indecision
6. Giving advice
7. Requesting information
8. Writing a formal letter
D. Grammar
1. The future
2. The conditional
3. Question formation with inversion
E. Culture
1. Careers and education in Senegal
2. Overview of Senegal
3. Planning for a career
4. Types of job training
F. Reentry
1. The subjunctive
2. Giving advice
3. The passé composé
4. The imperfect
5. Making a telephone call
6. Expressing likes and preferences
[42]
World Languages Curriculum Guide
VI. Chapitre 6: Ma famille, mes copains et moi
Location: Morocco
A. Essential Question
1. Décris tes rapports avec les adultes et avec tes amis. Penses-tu que
l’expression «fossé des générations» mérite toute la discussion qu’elle
génère? Expliquez et justifiez votre réponse.
B. Thinking level objective
1. Examine the relationships between teenagers and adults
C. Mastery level objective
1. Making, accepting, and refusing suggestions
2. Making arrangements
3. Making and accepting apologies
4. Showing and responding to hospitality
5. Expressing and responding to thanks
6. Quarreling
D. Grammar
1. Reciprocal verbs
2. The past infinitive
E. Culture
1. Bargaining in North Africa
2. Values of francophone teenagers
3. Overview of Morocco
4. Hospitality in Morocco
F. Reentry
1. Reflexive verbs
2. Expressing thanks
[43]
World Languages Curriculum Guide
VII. Chapitre 7: Un safari-photo
Location: Central African Republic
A. Essential Question
1. Imagine la réaction d’un touriste qui vient de l’Afrique face à certains
éléments qui sont des lieux communs pour vous. Comment les
différentes facettes de votre ville impressionneraient-elles un touriste
d’une autre culture ? Que trouverait-il de normal? d’étrange?
B. Thinking level objective
1. Compare and contrast life in Africa and in the USA
A. Mastery level objective
1. Making suppositions
2. Expressing doubt and certainty
3. Asking for and giving advice
4. Expressing astonishment
5. Cautioning someone
6. Expressing fear
7. Reassuring someone
8. Expressing relief
B. Grammar
1. Structures and their complements
2. Using the subjunctive
3. Irregular subjunctive forms
C. Culture
1. Overview of the Central African Republic
2. Animal conservation in the Central African Republic
3. Stereotypical impressions of francophone regions
D. Reentry
1. The subjunctive
2. Travel items
3. The conditional
[44]
World Languages Curriculum Guide
VIII. Chapitre 8: La Tunisie, pays de contr
Location: Tunisia
A. Esssential Question
1. La Tunisie est un pays à deux visages. D’un côté, c’est de plus en plus
moderne. De l’autre côtê, les Tunisiens restent très attachés à leurs
traditions. Croyez-vous que les parents partagens les tâches ménagères
de façon équitable entre les filles et les garçons?
B. Thinking level objective
1. Determine whether Tunisian parents treat their children of different
gender equally.
C. Mastery level objective
1. Asking someone to convey good wishes
2. Closing a letter
3. Expressing hopes or wishes
4. Giving advice
5. Complaining
6. Expressing annoyance
7. Making comparisons
D. Grammar
1. Si clauses
2. The comparative
E. Culture
1. Overview of Tunisia
2. Traditional and modern life in Tunisia
3. Carthage
4. Modernization in francophone countries
5. Traditional and modern styles of dress in Tunisia
F. Reentry
1. The imperfect
2. Intonation
3. Adjective agreement
4. Describing a place
[45]
World Languages Curriculum Guide
IX. Resources
A. Texts
 Allez viens, Holt, Rinehart, Winston 2000
 Reprise, National Textbook Co., 1997
 Littérature , Holt, Rinehart, Winston 1990
B. Supplementary Material
 Grammar and Vocabulary Workbook
 Activities for Communication Workbook
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice and Activity Books
 Exploratory Guide
 Teacher prepared notes on major francophone persons
 Literature: Selected readings on:
 Le Petit Prince, A. de St. Éxupéry
 Vol de Nuit, A. de St. Exupery
 Poetry of J. Prévert and LaFontaine
 Selections from Daudet and Pagnol
C. Audio-Visual Materials
 Allez,viens! Audio Compact Discs
 Allez, viens! Video Program
 Videos with Open Response and Open Ended Questions:
 Cyrane de Bergerac
 Manon des Sources
 Jean de Florette
 The Red Balloon
[46]
World Languages Curriculum Guide
FRENCH IV HONORS
COURSE DESCRIPTION
The French IV Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in French. In addition to an intensive review of grammar and vocabulary, students
will continue studying the fundamentals of French history and literature begun in French III
Honors in order to prepare themselves for taking the AP French exam in their senior year.
Students will continue to practice pre-AP strategies using required readings from the French AP
Language syllabus. The class will be conducted primarily in French.
PREREQUISITE:


A grade of B or higher in French III Honors or the approval of the Principal’s designee
Summer assignment
CONTENT OUTLINE
The French IV Honors course follows the same content outline as French IV. Students will also
study the following excerpts from the reader, Intrigues:
 Le Petit Chaperon Rouge
 Bettelheim : Le Bon Usage des Contes de Fées
 Grain-d’Aile
 La Nuit des Parisiens
 La Lettre d’Amour
 L’Homme Propre
 L’Ami de la Maison
 La Persévérance Vient à Bout de Tout
AP FRENCH LANGUAGE
COURSE OVERVIEW:
The course is designed for students who demonstrate a willingness and a determination to
achieve by aggressively confronting a challenging curriculum. The primary language used in the
classroom is French. The course consists of nine units. Each unit addresses the four linguistic
skills by introducing assignments to satisfy the reading, writing, listening, and speaking
components. The duration of each unit is approximately one month. The main source of the
material is the AP FRENCH book, and its corresponding CDs. The grammatical resource is the
REPRISE review workbook. ALLEZ, VIENS! level 3 is used with the videos and CDs. Additional
material, such as music, social studies, and newspaper articles, are obtained via the
Internet.
[47]
World Languages Curriculum Guide
OBJECTIVES
 The primary objective of the program is to develop in the students a passion for French
and its culture. The linguistic proficiency is accomplished by exposing the students to
real, authentic and adapted materials such as short stories, narrative, ads, brochures,
etc. Knowledge and sensitivity to distinct aspects of the French Culture, and exposure to
the Francophone World are acquired via print (literature, magazines, newspapers),
visual arts (films, videos), personal interviews (community based), and Internet
research. Songs are used in conjunction with the theme or the grammatical aspect of
the unit. Some of France's most beloved singers are introduced as artists as well as
cultural icons. All activities integrate the four language skills.
ASSESSMENT
 A required assignment due over the summer vacation determines the students'
acceptance into the program. Communicative skills are assessed, among other means, in
general conversation, taped oral presentations, oral reports, description of story
elements and characters, news events, summaries, interviews, and role-playing. Written
skills are demonstrated in homework, compositions, Open Ended Questions, and Open
Response Questions. Listening skills are tested with pre-recorded dialogues and/or
monologues. Proficiency is evaluated with activators, quizzes, spot checking, tests,
graphic organizers, rubrics, cooperative work, group response, and homework. Peer
editing and cooperative activities are encouraged to promote a more collegial
ambiance. The ALLEZ, VIENS! videos are used with the activator "What I know, what I
learned, what I want to know". The video is shown before studying the chapter and
afterwards, and the two activators are compared by the students for self-assessment.
All activities in the classroom and at home apply language and content knowledge.
STRATEGIES
 The biggest challenge in learning another language is the vocabulary; linking it to the
already known eases its accomplishment. Integration of new vocabulary with known
words and concepts promotes retention. Morphological cues are encouraged.
Compound words are dissected. Key vocabulary is identified. A myriad of activities and
opportunities are used to emphasize proper use in a variety of contexts. Other
strategies include modeling, charts, explanations, outlines, graphic organizers, question
and answer, translations, multi-media, class discussions, role-playing, mnemonics,
summarizers, sequencing, direct instruction (lecture), indirect instruction (deduction),
Internet research, library research, critical thinking, interviews, crossword puzzles, and
cooperative learning activities.
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World Languages Curriculum Guide
EXECUTION
 The reading is assigned as homework. The answers are corrected and discussed in class.
One of the readings per unit counts as a quiz grade. The writing is also assigned as
homework. For organization and coherence purposes, it is accompanied by a graphic
organizer. Writing done in class will also include a graphic organizer as well as a rubric.
Open Ended Questions and Open Response Questions are graded. The listening
exercises are done strictly in class, using the CDs that accompany the AP FRENCH book
and the ALLEZ, VIENS! text. The songs are presented in class, but the students are
encouraged to download them at home and to memorize the lyrics as poems. A graded
oral recitation in class follows. As the class is conducted in French the students are
participatory in speaking, but when doing Unit 7 of the AP FRENCH text the direct
responses are recorded by the students. They then play it back and write a critique (self
observation).
 One of the assignments per Unit is graded. Since we have a large Haitian and Moroccan
population, the students have one special assignment, that to interview an elder
member of our community whose primary language is still French. Grammatical
exercises are done at home, but corrected and discussed in class. The exercises require
the students to fill in omitted vocabulary or verbs. The REPRISE book is used as resource
when the students have questions on a particular grammatical point. The research for
the Social Studies is done on the Internet, or at the library. Each student is assigned one
particular aspect of the topic, and then it is presented in class in a jigsaw puzzle fashion.
The videos are coordinated with the ALLEZ, VIENS! chapters. Each video contains a skit,
a popular song, three commercials, and a narrative. Each video is shown twice. The first
time it is shown before the chapter is introduced. The students are asked to use an
activator, "What I know, What I learned, What I want to know...". The second time it is
shown, after studying the idiomatic expressions in the chapter. The students compare
the two as a self-assessment tool. The CD has a printed version as a "Mise en Train",
which is heard and read simultaneously. "Paris brûle-t-il? is shown to appreciate Simone
Signoret and Yves Montand. "Le Château de ma mère" is a film accompanied by the
activities found in the "Exercises for the Study of Film", FilmArobics, Inc.
I. Unit 1
 Reading:
o Camara Laye: L'enfant Noir (excerpts)
o AP FRENCH Unit 3, #32
o Writing:
o AP FRENCH Unit 6, #20
o "Si nous réussissons à donner, à enseigner l'amour de l'étude, le savoir en luimême suivra." Estce que notre société nous communique cet amour de
l'étude? Donnez votre point de vue en citant des exemples."
[49]
World Languages Curriculum Guide








Listening:
o AP FRENCH Unit1, #1 & 2
o Unit 2, #1 to 5
Speaking:
o AP FRENCH Unit 7, #1 to 5
o Unit 8, #1
Grammar:
o AP FRENCH Units 4 & 5, #1 to 5
o REPRISE, Chapter 5
o Future and Conditional
Social Studies:
o Guinea and Senegal, as French Colonies in Africa
o (cooperative research, jigsaw puzzle)
Music:
o "Qui" by Charles Aznavour
Web Quest:
o Geography of Senegal and Guinea
Video:
o ALLEZ, VIENS!, chapter 5
o Camille et compagnie: L'avenir est à nous.
CD:
o ALLEZ, VIENS!, chapter 5
o Mise en train, episode 5: L'avenir, c'est demain.
II. Unit 2
 Reading:
o ALLEZ, VIENS! Les Trois Femmes du Roi;
o AP FRENCH Unit 3, #9
 Writing:
o AP FRENCH Unit 6, #6
o "Avec la confluence des cultures, on peut dire que le monde moderne est en
train de perdre ses traditions culturelles de base. Ces vieilles traditions sontelles à conserver précieusement, ou bien vaut-il mieux s'adapter à une
culture dominante? Justifiez votre opinion avec des exemples concrets."
 Listening:
o AP FRENCH Unit 1, #3&4
o Unit 2, #6 to 10
 Speaking:
o AP FRENCH Unit 7, #6 to 10
o Unit 8, #2
[50]
World Languages Curriculum Guide






Grammar:
o AP FRENCH Units 4 & 5, #6 to 10
o REPRISE, Chapter 7
o Reflexive verbs
Social Studies:
o Décrivez comme les différences culturelles influent le comportament des
personnages de
o la fable.
o (Open Response Question, Graphic Organizer, Rubric)
Web Quest:
o Morocco, the bridge to Europe?
o (cooperative research, jigsaw puzzle)
Music:
o "La Femme d'Hector" by Georges Brassens
Video:
o ALLEZ, VIENS!, chapter 6
o Camille et compagnie: Une étoile est née
CD:
o ALLEZ, VIENS!, chapter 6
o Mise en train, episode 6: Naissance d'une amitié
III. Unit 3
 Reading:
o Jean de la Fontaine: Le rat et l'eléphant, La cigale et la fourmi
o AP FRENCH Unit 3, #30
 Writing:
o AP FRENCH Unit 6, #12
o "D'une année à l'autre, les jeunes semblent trouver différents moyens de
passer leur temps libre". Tracez cette évolution des loisirs en commentant
sur la valeur qu'offrent les loisirs à chaque génération."
 Listening:
o AP FRENCH Unit 1, #5 & 6
o Unit 2, #11 to 15
 Speaking:
o AP FRENCH Unit 7, #11 to 15
o Unit 8, #3
 Grammar:
o AP FRENCH Units 4 & 5, #11 to 15
o REPRISE, Chapter 9
o Passé Simple
[51]
World Languages Curriculum Guide




Social Studies:
o Quelle est la différence entre une fable et une histoire?
o Comment est-ce-qu'elle représente une culture?
o (Peer-edit, oral presentation in the 3rd person)
Music:
o "Milord" by Edith Piaf
Web Quest:
o Brief biography on Edith Piaf
Film:
o "Le Château de ma mère."
IV. Unit 4
 Reading:
o AP FRENCH Unit 3, #5, #13, #17
 Writing:
o AP FRENCH Unit 6, #1
o "Il semble que dès la parution de l'Internet, les médias ont fait face à une
révolution. La
o technologie trasnforme les moyens de communication. Qu'en pensez-vous?
Où cette revolution nous mènera-t-elle? Quelles en seront les
conséquences?"
 Listening:
o AP FRENCH Unit 1, #7 & 8
o Unit 2, #16 to 20
 Speaking:
o AP FRENCH Unit 7, #16 to 20
o Unit 8, #4
 Grammar:
o AP FRENCH Units 4 & 5, #16 to 20
o REPRISE, Chapter 10
o Participles and infinitives
 Social Studies:
o On dit que l'ordinateur est l'invention qui tend à l'amélioration de notre vie.
Qu'en pensez-vous? A votre avis, comment est votre vie différente de celle
de vos grand-parents? Répondez en citant des exemples.
o (Open Response Question - Graphic Organizer - Rubric)
 Music:
o "Et Maintenant" by Gilbert Bécaud
 Web Quest:
o Research travel vacation to a Francophone country
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World Languages Curriculum Guide


Video:
o
o
CD:
o
o
ALLEZ, VIENS!, chapter 10
Camille et compagnie: C'est pas la mer à boire!
ALLEZ, VIENS!, chapter 10
Mise en train: La plunge
V. Unit 5
 Reading:
o AP FRENCH Unit 3, #3 & 19
 Writing:
o AP FRENCH Unit 6, #58 & 62
o "Quel sera le sport idéal de l'avenir afin de rester en bonne forme et vivre
plus longtemps?" Expliquez pourquoi." "Dans un match, auz jeux
Olympiques, dans les sports professionnels ou lors des élections à l'école,
l'essentiel est de gagner par n'importe quel moyen. Qu'en pensez-vous?
Expliquez et justifiez votre opinion."
 Listening:
o AP FRENCH Unit 1, #9 & 10
o Unit 2, #21 to 25
 Speaking:
o AP FRENCH Unit 7, #21 to 25
o Unit 8, #5
 Grammar:
o AP FRENCH Units 4 & 5, #21 to 25
o REPRISE, Chapter 3
o Passé Composé
 Social Studies:
o Expliquez l'euphorie française pour le football. Qu'est-ce-que c'est "La Coupe
du Monde"?
 Music:
o "Je ne regrette rien" by Edith Piaf
 Web Quest:
o Le Tour de France
 Video:
o ALLEZ, VIENS!, chapter 12
o Camille et compagnie: Une sauterelle pleine d'avenir.
 CD:
o ALLEZ, VIENS!, chapter 12
o Mise en train: A nous les Jeux Olympiques!
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World Languages Curriculum Guide
VI. Unit 6
 Reading:
o Voltaire: Candide (excerpts) "Au Pays d'Eldorado"
o AP FRENCH Unit 3, #4
 Writing:
o AP FRENCH Unit 6, #17
o "Tous les enfants du monde font des dessins. A votre avis, quel est le rôle du
dessin chez l'enfant et pourquoi la plupart des adultes ne continuent-ils pas à
dessiner? Expliquez votre réponse."
 Listening:
o AP FRENCH Unit 1, #11 & 12
o Unit 2, #26 to 30
 Speaking:
o AP FRENCH Unit 7, #26 to 30
o Unit 8, #6
 Grammar:
o AP FRENCH Units 4 & 5, #26 to 30
o REPRISE, Chapter 11
o Passive voice
 Social Studies:
o Comment différerait votre vie si vous deviez déménager pour raisons
économiques?
o (Interview with Francophone community)
 Music:
o "Le Métèque" by Georges Moustaki
 Web Quest:
o World migration: Causes and results.
o (Graphic Organizer, Cooperative effort)
 Film:
o Indochine
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World Languages Curriculum Guide
VII. Unit 7
 Reading:
o Georges Simenon: La Pipe de Maigret (excerpts)
o AP FRENCH Unit 3, #16 & 25
 Writing:
o AP FRENCH Unit 6, #47
o "Y a-t-il des circonstances où il est justifiable de dire des mensonges? Quand
serait-il aceptable de ne pas dire la vérité? Expliquez avec un exemple tiré de
votre expérience personnelle."
 Listening:
o AP FRENCH Unit 1, #13 & 14
o Unit 2, #31 to 35
 Speaking:
o AP FRENCH Unit 7, #31 to 35
o Unit 8, #7
 Grammar:
o AP FRENCH Units 4 # 5, #31 to 35
o REPRISE, Chapter 6
o Imperative
 Social Studies:
o Est-ce que la peine de mort est nécessaire? Expliquez.
o Music:
o "Sous le Ciel de Paris" by Edith Piaf
 Web Quest:
o France's Justice System
 Video:
o ALLEZ, VIENS!, chapter 3
o Camille et compagnie: Max et l'écologie font bon ménage
 CD:
o ALLEZ, VIENS! chapter 3
o Je peux sortir?
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World Languages Curriculum Guide
VIII: Unit 8
 Reading:
o Victor Hugo: Les Misérables (excerpts) "Dans les Ègouts de Paris"
o AP FRENCH Unit 3, #40
 Writing:
o AP FRENCH Unit 6, #59
o "Les critiques des médias affirment souvent que le cinéma moderne et la
télèvision sont
o responsables de la violence qui se manifeste aujourd'hui autour de nous.
Etes-vous d'accord? Illustrez votre thèse à l'aide d'un ou deux exemples."
 Listening:
o AP FRENCH Unit 1, #15 &16
o Unit 2, #36 to 40
 Speaking:
o AP FRENCH Unit 7, #36 to 40
o Unit 8, #8
 Grammar:
o AP FRENCH Units 4 & 5, #36 to 40
o REPRISE, Chapter 4
o Imperfect
 Social Studies:
o L'expérience nous enseigne à vivre. Qu'est-ce-que nous enseigne la guerre?
 Music:
o "La Chansonette" by Yves Montand
 Web Quest:
o Compare the "cause and effect" of the French Revolution and World War II in
France.
 Movie:
o "Paris brûle-t-il?
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World Languages Curriculum Guide
IX. Unit 9
 Reading:
o AP FRENCH Unit 3, #27
o Jean-Paul Sartre: La nausée (excerpts) Samedi midi
 Writing:
o AP FRENCH Unit 6, #4
o "Décrivez votre irritation devant un obstacle, une difficulté, une interdiction.
Comment avezvous résolu le problème? Justifiez vos actions."
 Listening:
o AP FRENCH Unit 1, #17 & 18
o Unit 2, #41 to 45
 Speaking:
o AP FRENCH Unit 7, #41 to 45
o Unit 8, #9
 Grammar:
o AP FRENCH Units 4 & 5, # 41 to 45
o REPRISE, Chapter 8
o Perfect Tenses
 Social Studies:
o Qu'est-ce-que vous changeriez de la vie? Pourquoi?
 Music:
o "La Vie en Rose" by Edith Piaf
 Web Quest:
o Research on the existentialistic movement
o (Graphic Organizer, Rubric, Open Response Question)
 Video:
o ALLEZ, VIENS!, chapter 4
o Camille et compagnie: C'est tout à fait toi!
 CD:
o ALLEZ, VIENS!, chapter 4
o Mise en train: Mon look, c'est mon affaire.
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World Languages Curriculum Guide
X. TEXTBOOKS AND RESOURCES
 Frank W. Lindsay and Anthony M. Nazzaro, editors. Trois Nouvelles de Georges
Simenon. New York: Meredith Publishing Company, 1966.
 Chao, Ryser, Abrate, Sellstrom, et al. Allez viens! Level 3. Boston: Holt, Rinehart and
Winston, 2000.
 Satre, Jean-Paul. la nausée. France: Gallimard, 1938.
 Marie-Louise Michaud Hall and C. Régis Michaud. Lectures Classiques et Modernes.
New York: The Odyssey Press, 1956.
 Richard Ladd and Colette Girard. Advanced Placement French: Preparing for the
Language Examination, Second Edition. Boston: Pearson Prentice Hall, N.D.
 David M. Stillman and Ronni L. Gordon. Reprise: A Review Workbook for Grammar,
Communication, and Culture. New York: McGraw Hill Glencoe, N.D.
ITALIAN I
COURSE DESCRIPTION
Students with no prior knowledge of Italian will begin to develop the four basic skills necessary
to communicate in a second language: listening, speaking, reading, and writing. They will be
introduced to the customs, culture, and geography of the Italian-speaking world through
comparison and contrast with those of native English speakers. Additionally, students will
begin to acquire a sensitivity to and appreciation for the diversity of both their local and global
communities.
PREREQUISITE
None
CONTENT OUTLINE
I.
Chapter 1
A. Essential question
1. If you were a new student on the first day of school in a new country,
what kinds of things would you like to be aware of?
B. Thinking level objective
1. Invent and perform a scenario in which you introduce a new foreign
exchange student to the class.
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C. Mastery level objectives
1. Greet and respond to greetings
2. Introduce and respond to introductions
3. Ask how someone is, answer how you are
4. Ask and answer how old someone is
5. Ask where someone is from, answer where you are from
6. Numbers
7. Telling time
8. Telling at what time something happens
9. Days of the week
10. Months of the year
11. Identify and locate, on map, Italy and its major geographical features
12. Name three very important Italian cities
D. Grammar
1. Punctuation and accents
2. Subject pronouns I and you (singular familiar form)
3. Use of the verbs abitare, chiamarsi, and stare in the present tense to
indicate origin, name and being
4. Numbers
5. Telling the time
E. Culture
1. Greetings and good-byes
2. Boy vs. girl names
3. “Where are you from?”
4. Interpersonal distance
5. Italy
II.
Chapter 2
A. Essential question
1. How do knowing the rules and the mechanics of language and
culture
help us to communicate better in the classroom, the
United States
and overseas?
B. Thinking level objective
1. (Using a picture prompt) Discuss what belongs in a classroom, and
where its correct place would be. Justify your decisions.
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C. Mastery
1. Expressing wants and needs
2. Expressing likes and dislikes
3. Describe themselves and others
4. Telling the time
5. Describing the contents of your room
D. Grammar
1. Adjectives in the singular tense
2. Singular and plural subject pronouns
3. Noun agreement with adjectives
4. Possessive adjectives
5. The verbs “to be” and “to have”
E. Culture
1. The school day in Italy
2. Discussing the similarities and differences between American and Italian
school systems
3. School supply needs
4. Apartments in the target country
5. Ethnic diversity in Rome
6. Italian currency
7. Hand gestures
III.
Chapter 3
A. Essential question
1. What could be the advantages/disadvantages of living in a large, closeknit family like the Italian family typifies?
B. Thinking level objectives
1. Choose one member of a TV family you are familiar with and critique
him/her.
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C. Mastery level objectives
1. Describing a family
2. Describing people
3. Discussing things a family does together
4. Discussing problems and giving advice
5. Discuss the different rooms that make up a house
6. Sports
7. Certain specific Italian foods
8. Expressing likes and explaining why
D. Grammar
1. Regular “–are” verbs
2. The irregular verbs “fare,” “avere,” and “essere”
3. Adjective agreement
E. Culture
1. Privacy in the Italian culture
2. Who makes up an Italian family
3. How are Italian homes similar to American homes? How do they differ?
IV.
Chapter 4
A. Essential questions
1. How does identifying cognates help students understand better?
B. Thinking level objectives
1. Compare and contrast typical American pets and farm animals with those
that are found in Italy.
C. Mastery level objectives
1. Discuss how many pets you have vs. that of a traditional Italian family
and what pets you keep in your home.
2. What are the similarities and differences between farms in America and
those in Italy?
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D. Grammar
1. Review regular “are” verbs
2. Regular “ere” verbs
3. The irregular verb “andare”
4. The expression “ho paura”
5. Le preposizioni articolate
6. The verb “piacere”
7. “molto”
8. The expression “c’è” and “ci sono”
E. Culture
1. The geographical make up of Italy
2. The city of Rome
3. Animals
 farm life
 pets in Italy
V.
Chapter 5
A. Essential question
1. How do cultural pastimes reflect the social character of a country?
B. Thinking level objective
1. Compare and contrast your favorite free time activity with that of the
famous Italian “calcio.”
C. Mastery level objective
1. Discussing how frequently you do things
2. Discussing what you and your friends like to do together
3. Discussing what you do during a typical week
D. Grammar
1. Complain/make suggestions
2. Asking, with both the polite and familiar forms, “Where people come
from?”
3. Adjective agreement
4. The irregular verb “volere”
5. “Mi piace” and “ti piace”
6. Le preposizioni articolate
7. The expression “che”
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E. Culture
1. Discussions about soccer in Italy
2. Specific team colors
3. Video game use
4. Italian music and pop culture
VI.
Chapter 6
A. Essential question
1. Does labeling and stereotyping influence how we look at and
understand the world?
B. Thinking level objectives
1. Describe the two careers you would most likely want and most likely not
want and why.
C. Mastery level objectives
1. Describe a career.
2. Describe a job.
3. Discuss the similarities and differences between what Americans consider
careers and what Italians consider careers. Are they the same or
different? Explain your answer.
D Grammar
1. The irregular verb “potere”
2. The irregular verb “dare”
3. I preposizioni articolate
4. Regular “ire” verbs
E. Culture
1. Means of transportation
2. Firefighters and police officers
3. Rome
4. The Vatican
5. Artwork
6. Traveling
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VII. Chapter 7
A. Essential question
1. To what extent is the weather, the time of year and your weekly routine
related? How does weather affect you?
B. Thinking level objective
1. Using a weather map from Italy, select three cities, compose a complete
weather report for each one, and recommend activities for those
weather conditions.
C. Mastery level objectives
1. Discuss how frequently you do things
2. Discuss what you and your friends like to do together
3. Discuss what you do during a typical week
4. Giving today’s date
5. Discuss the weather
6. Making plans
D. Grammar
1. Correctly ordering food at a restaurant using appropriate verb tenses
2. The expression, “there it is”
3. Temperature (metric system)
4. Weather
5. Say whether a store is open or closed
6. Regular “ire” “isc” verbs
7. “Preferire”
8. The expression “bisogno di”
E. Culture
1. Food
2. Where do you buy your food: the supermarket or the market?
3. Names of stores and the people that work in them
4. Winter vs. summer activities
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World Languages Curriculum Guide
VIII. Chapter 8
A. Essential question
1. What characterizes a “typical dish”? What factors affect making a
dish “typical” to a region?
B. Thinking level objective
1. Invent a new recipe for “la pasta”
C. Mastery level objectives
1. Discuss meals and food
2. Comment on food
3. Make polite requests
4. Order dinner in a restaurant
5. Asking for and paying the bill in a restaurant
6. Holiday foods
D. Grammar
1. Present tense of all regular and irregular verbs
2. Possessive adjectives
3. All preposizioni articulate
E. Culture
1. Food influences from the United States
2. Breakfast in Italy
3. Lunch in Italy
4. Dinner in Italy
5. Typical dishes
6. Holiday foods
7. Table manners in Italy
IX. RESOURCES
Text
 Forza! Uno EMC Paradigm 2002
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World Languages Curriculum Guide
Supplements and ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communication Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
Audio-Visual Materials
 Forza! Uno Audio Compact Discs
ITALIAN II
COURSE DESCRIPTION
Students will further develop the skills of listening comprehension, reading authentic literature,
and writing short coherent paragraphs, descriptions and dialogues. An emphasis is placed on
encouraging speaking skills. Much of the basic structure of the language will be reviewed.
Cultural awareness through interdisciplinary studies of celebrities, events and movements will
be further developed. This year of study is an important step for those intending to continue
foreign language study in order to improve college acceptance requirements.
PREREQUISITE
Successful competition of Italian I.
CONTENT OUTLINE
I.
Preliminary Lesson - review of all essential elements from Italian I.
II.
Chapter 1
A. Essential question
1. What is family?
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World Languages Curriculum Guide
B. Thinking level objective
1. How do people celebrate birthdays in Italy? How do they compare with
birthday celebrations here in the United States? Is family considered
the same in America as it is in Italy?
C. Mastery level objectives
1. Greet and respond to greetings
2. Introduce and respond to introductions
3. Ask how someone is, answer how you are
4. Ask and answer how old someone is
5. Ask where someone is from, answer where you are from
6. Numbers
7. Telling time
8. Days of the week
9. Months of the year
D. Grammar
1. Names of extended family
2. Describe likes and dislikes
3. The passato prossimo with avere
4. The passato prossimo with essere
5. Possessive adjectives
6. Review of all present tense verbs
E. Culture
1. Collectable items
2. Celebrations in Italy
III.
Chapter 2
A. Essential question
1. What is the relevance of studying other languages? “Tutto il mondo
è paese?” Does this saying truly apply?
B. Thinking level objective
1. If you could live anywhere in Italy where would it be and why? Would
you chose to be geographically similar to where you live in the United
States or different? Why?
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World Languages Curriculum Guide
C. Mastery
1. Playing sports
2. Pastimes
3. Discussing past events
4. Geography of Italy
D. Grammar
1. Comparatives
2. Superlatives
3. Saying what you have heard and what you have understood
4. Identifying some animals in the Italian wilderness
5. Irregular verbs dire and dare
6. Plurals of nouns and articles
7. Adjectives
8. Preposizioni articolate
9. Si può
10. È vietato
11. Numbers to 1,000,000
E. Culture
1. Geography of Italy in depth
2. Asking and telling how far one place is from another
3. Asking and giving the population of a place
4. Identifying some animals in the Italian wilderness
5. Musical instruments
IV.
Chapter 3
A. Essential question
1. Does labeling and stereotyping influence how we look and understand
the world?
B. Thinking level objectives
1. What feast have you attended that is similar to the “Giostra Cavalleresca
di Sulmona?” Do we celebrate feasts like that in Boston?
C. Mastery level objectives
1. Describing a festival
2. Describing a person
3. Describing a location
4. Traveling in Italy and Europe
5. Discussing past events
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D. Grammar
1. Difference between “conoscere” and “sapere”
2. Describing physical, emotional, social situations using the correct verbs
3. Asking, giving, receiving and finding information about traveling
4. The passato prossimo
5. Irregular verbs in the passato prossimo
E. Culture
1. Geography of Europe
2. Feasts and Festivals in Italy and Europe
V.
Chapter 4
A. Essential questions
1. Are there universal characteristics of culture and language that are
common across people, location and time?
B. Thinking level objectives
1. What would be your ideal vacation in Italy? What cities would you visit
and how would you get there? Could you find, identify and gives facts
and reasons about why you would want to visit these places?
C. Mastery level objectives
1. How to get from one place to another
2. Discuss places you visited in the past
3. Knowing the difference between knowing a place and knowing of a place
4. Studying in Perugia
D. Grammar
1. Prepositions of place
2. Asking, telling and giving information
3. The irregular verb “venire”
4. The passato prossimo with “avere”
5. The passato prossimo with “essere”
6. “Vorrei”
7. Da
8. Conoscere
9. Sapere
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World Languages Curriculum Guide
E. Culture
1. The city of Perugia
2. Modo di dire
VI.
Chapter 5
A. Essential question
1. How does language and culture influence how we think, act and
perceive our surroundings?
B. Thinking level objective
1. What are “Baci di Perugina” comparable to as a typical candy that we
would eat? Would Americans be more likely to buy a “baci” or
an
American candy? Explain.
C. Mastery level objective
1. Numbers from 200 to 1,000,000,000
2. Using the telephone
3. Irregular past participles
4. The verb uscire
D. Grammar
1. Ask if you may try something
2. Ask and say how much things cost
3. Answering the phone
4. Making a date
5. “Lei” vs. “tu”
6. Direct object pronouns
7. The irregular verb “uscire”
8. The formation of adverbs
E Culture
1. I baci di Perugina
2. L’amore
3. Holiday destinations
4. Modo di dire
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World Languages Curriculum Guide
VII.
Chapter 6
A. Essential question
1. Is it true that clothes make the person?
B. Thinking level objectives
1. Where would you be more likely to shop in Italy; il mercato, il negozio, La
Rinascente, o una boutique? Why? Is the name or the quality more
important?
C. Mastery level objectives
1. Shopping for clothing and accessories
2. Finding your size
3. Discussing price and payment
4. Expressing past actions
D Grammar
1. Ask someone’s opinion
2. Compare prices between designer and “no name” items
3. The correct way to say you have been doing something
4. Using the passato prossimo to say how long you have done something in
the past
5. Give excuses for being late
6. Say that something fits
7. Say that something is too big, small, tight, etc…
8. Describe what someone is wearing
9. Say what someone bought
10. Tell someone to try something on
11. Describe what you would wear to a fancy party
E. Culture
1. Labels vs. no labels
2. Un negozio vs. il mercato
3. Designer brands
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World Languages Curriculum Guide
VIII.
Chapter 7
A. Essential question
1. How does language affect the way we think, act and perceive the world?
B. Thinking level objective
1. Create a written party invitation, exchange with a partner, and
R.S.V.P to each others’ invitations by phone.
C. Mastery level objectives
1. Using reflexive verbs to go through your daily routine
2. Reflexive verbs to talk about the body
3. Daily routines
4. Making plans
D. Grammar
1. Talk about daily routines using reflexive verbs
2. Talk about changing clothes
3. Say how you got “there”
4. Arrange to go to the movies
5. Say what types of things you like to do
6. Suggest different activities
7. Ask for your friends opinion
8. Reflexive verbs
9. Using pronouns with infinitives
10. “Ci” meaning “there”
11. Pensare di and pensare
12. Tell a friend to look or listen to you
13. Say where you have seen someone
E. Culture
1. Clothes in Italy
2. Fashionable items
3. Arranging dates
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World Languages Curriculum Guide
IX.
Chapter 8
A. Essential question
1. Is it possible to have culture without language?
B. Thinking level objective
1. Compare and contrast your typical summer time activities with those of
Italians. Explain.
C. Mastery level objectives
1. Reflexive verbs
2. Free time
3. Playing sports
4. Pastimes
D. Grammar
1. Past tense of reflexive verbs
2. The imperative of reflexive verbs
3. “Si dice cosi” to talk about how you say things
4. Possessive Adjectives
5. What, why and how people are doing things
6. The irregular verb “tenere”
E. Culture
1. Italian camps for the summer
2. Venice
3. Recreational activities
X.
RESOURCES
Text
 Forza! Due EMC Paradigm 2002
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World Languages Curriculum Guide
Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communication Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
Audio-Visual Materials
 Forza! Due Audio Compact Discs
ITALIAN II HONORS
COURSE DESCRIPTION
The Italian II Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Italian. After a brief review of grammar and vocabulary presented in Italian I,
students will be introduced to more complex structures. Emphasis will be on speaking Italian in
class as often as possible, writing coherent paragraphs and dialogs with greater accuracy, and
exploring cultural similarities and differences among Italian speaking countries and the
students’ own cultures. This year of study is an important one for students intending to
continue their study of Italian in order to enhance their college acceptance opportunities.
Additionally, students will be introduced to pre-AP strategies using readings and exercises from
the Italian AP Language and Culture curriculum.
PREREQUISITES


A grade of B or higher in Italian I or the approval of the Principal’s designee
Summer assignment
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CONTENT OUTLINE
The Italian II Honors course follows the same content outline as Italian II. Students will also:
 complete two writing assignments per unit, such as a diary entry, skit, or travel
brochure.
 read selected works from Progetto Italiano, Passo Avanti in Italiano, , Ciao! and
Oggi in Italia.
 present two projects a year--one on fashion and one on taking a virtual tour of Italy.
ITALIAN III
COURSE DESCRIPTION
Students will continue to develop communicative skills with special emphasis on speaking and
writing. Reports, role play and general conversation will encourage oral proficiency. Cultural
appreciation through films, literature, audiocassettes and research will be carefully explored.
Interdisciplinary studies of literary movements and historical figures will be researched and
discussed. This course is intended to develop a strong sense of student proficiency and to
encourage the continuance of foreign language study.
PREREQUISITE
Successful completion of Italian II and/or teacher approval.
CONTENT OUTLINE
I.
Preliminary Lesson - review of all essential elements from Italian II.
II.
Chapter 1
A. Essential question
1. What is the relevance of studying other languages? Why do we study
Italian and the Italians study English?
B. Thinking level objective
1. Invent and perform a scenario in which you introduce a new foreign
exchange student to the class.
C. Mastery level objectives
1. Typical day at school
2. Discuss current events
3. Exchange opinions
4. Identify, place in chronological order, and describe daily activities
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D. Grammar
1. Direct object pronouns
2. Indirect object pronouns
3. Ordinal numbers
4. Imperative tense
5. Daily routines
E. Culture
1. School days and schedules in Italy
2. Horoscopes and star signs
3. Caltagirone
III.
Chapter 2
A. Essential question
1. How do physical conditions affect moods and feelings?
B. Thinking level objective
1. When do you feel your best? After sleeping, eating, exercising, etc...
Why?
C. Mastery
1. High school life in Italy
2. Pastimes
3. Health and wellness
D. Grammar
1. Reminisce about how things were
2. Talk about what people used to do and like
3. Talk about a fit and healthy lifestyle; likes and dislikes
4. Quello and bello
5. Alcuni and qualche
6. L’imperfetto
E. Culture
1. Going to the gym
2. Health and fitness in Italy
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IV.
Chapter 3
A. Essential question
1. How does your upbringing affect the person that you are today?
B. Thinking level objectives
1. Interview a friend for an article about their favorite childhood activities
for your local newspaper.
C. Mastery level objectives
1. Organizing an outing
2. Free time activities
3. Pastimes and hobbies
D. Grammar
1. Correct placement of adjectives: before or after the noun, agreement
2. Talk about leisure activities, what you were thinking of or hoping to do
3. Irregular nouns
4. Fillers and exclamations
5. “Di” vs “da”
6. Making arrangements, accepting or declining invitations
E. Culture
1. Bologna
2. Childhood pastimes
3. TV programs in Italy
V.
Chapter 4
A. Essential questions
1. Is it true that clothing makes the person?
B. Thinking level objectives
1. Where would you be more likely to shop in Italy; il mercato, il negozio, La
Rinascente, o una boutique? Why? Is the name or the quality more
important?
C. Mastery level objectives
1. Shopping
2. Milano as the shopping capital of the world
3. The “motorino” as a part of Italian life
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D. Grammar
1. Disjunctive pronouns
2. Talking about what you did while something else was happening
3. Ordinal numbers
4. Per, fra and in
5. Culture
1. When is it okay to barter and when is it not?
2. Milano
3. “Il motorino”
4. Art and Artisanship in Firenze
5. High tech in Italy
VI.
Chapter 5
A. Essential question
1. How does language and culture influence how we think, act and
perceive our surroundings?
B. Thinking level objective
1. Create a written party invitation, exchange with a partner and R.S.V.P to
each others’ invitations by phone.
C. Mastery level objective
1. How relationships are an integral part of Italian life
2. Hand gestures as the norm in Italian life
D. Grammar
1. Offer advice to a friend
2. Negative sentences
3. Chi, stare, per
4. Giving advice and encouragement
E. Culture
1. Love and friendship
2. L’amore
3. Hand gestures
4. Modo di dire
5. Organizing a party
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VII.
Chapter 6
A. Essential question
1. How does grammar affect the way in which we are able to communicate
in our own language and those of which we are studying?
B. Thinking level objectives
2. What would be your ideal vacation in Italy? What cities would you visit
and how would you get there? Could you find, identify and gives facts
and reasons about why you would want to visit these places?
C. Mastery level objectives
1. Organizing a vacation
2. Booking flights
3. Discussing price and payment
D Grammar
1. Making reservations
2. Comparatives and superlatives
3. Using the polite form to create travel arrangements
4. Suffixes
5. The future tense
E. Culture
1. Planning a vacations
2. Talking about holidays
VIII.
Chapter 7
A. Essential question
1. What purpose do environmentalists serve in a culture?
B. Thinking level objective
1. How can you become “greener” by making small changes to your
everyday routine?
C. Mastery level objectives
1. The future of our environment
2. Changes that will make a difference
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D. Grammar
1. The future tense
2. Indefinite adjectives, pronouns and quantities
3. Linking words and indefinite quantities
E. Culture
1. Environmental concerns
2. Mt. Etna
3. Voluntary work
IX.
Chapter 8
A. Essential question
1. What purpose does hope and education serve in a culture?
B. Thinking level objective
1. What is the difference between a job and a career? Which would
you rather have? Explain.
C. Mastery level objectives
1. Hope and aspirations for their future
2. Classes
3. Letter writing
D. Grammar
1. Future tense
2. Conditional tense
3. Writing a formal letter
4. Pronoun combinations
5. Expressing agreement and disagreement
E. Culture
1. Careers
2. Jobs
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X.
Resources
Text
 Forza! Tre EMC Paradigm 2002
Supplements and ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communication Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
Audio-visual materials
 Forza! Tre Audio Compact Discs
ITALIAN III HONORS
COURSE DESCRIPTION
The Italian III Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Italian. The class will be conducted primarily in Italian. In addition to an
intensive review of grammar and vocabulary, the fundamentals of Italian history and literature
will gradually be introduced. Additionally, students will begin to prepare themselves for the
possibility of taking the AP Italian Language and Culture course in their senior year.
Additionally, students will continue practicing pre-AP strategies using required readings and
grammatical concepts from the Italian AP Language and Culture syllabus.
PREREQUISITES


A grade of B or higher in Italian II Honors or the approval of the Principal’s designee
Summer assignment
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CONTENT OUTLINE
The Italian III Honors course follows the same content outline as Italian III. Students will also
begin their study of the works listed below, which will be finished in Italian IV Honors.
Read, translate and analyze the following stories:
 . “La cicala e la formica” by J. De la Fontaine
 . “tom e il mal di scuola” by M. Twain
 . “Vita” by Melania Mazzucco
 . “La ragazza mela” by Italo Calvino
 . “Una storia d’amore” by C. Medaglia
 . “Volevo I pantaloni” by Lara Cardella(Summer reading)
 . “Il mio cuore giace nella bara con Cesare” by W. Shakespeare
Memorize and recite the following poems, along with visual interpretation:
 . “Sospiri” by G. Rodari
 . “La nave dei sogni” by Formentini
 . “Al figlio” by L. Hughes
 . “Lo sconosciuto” by Aldo Palazzeschi
Study the following films:
 . “Non ho paura”
 . “Ciao Professore”
 . “La vita e” bella”
ITALIAN IV
COURSE DESCRIPTION
This course continues to reinforce and expand communicative proficiency skills learned in the
first three years of language study. Although emphasis is on gaining confidence in oral
comprehension and discussion, students will continue to perfect their skills in reading and
writing while making comparisons between the target language and English. Excerpts from
famous literary works will be read and discussed. Videos and other media will be used for
cultural development as well as for making connections with the English, Social Studies, and
Fine Arts disciplines. Through interviews, journal writing, and the Internet students will have
the opportunity to interact with each other and others in Italian.
PREREQUISITE
Successful completion of Italian III, and/or teacher recommendation.
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CONTENT OUTLINE
I. Functions
A. Discuss scholastic activities using the present tense
B. Express emotional distress using the passato prossimo
C. Explain problems encountered while shopping for a gift using the passato
prossimo
D. Describe past activities using idiomatic expressions in the Imperfect tense
E. Narrate incidents of your youth using the imperfect tense
F. Discuss what you would like to do in the future
G. Describe how you imagine the world will be in the year 2050
H. Make travel plans using the future tense
I. Write critiques using the past, present, and future tenses
J. Narrate a significant episode of your life that happened a few years ago using
the passato remoto
K. Recount the life of Gioacchino Rossini using the passato remoto
L. Narrate, in chronological order, and describe the importance of the
M. contributions of Giuseppe Garibaldi to the unification of Italy
N. Write a letter expressing a desire to attend a university in Italy
O. using the conditional tense; discuss possibilities of courses and
P. lodgings
Q. Describe the preparations for a golden anniversary using the
R. Present gerund; recount the same events, after it was all over, using the past
gerund.
S. Write a letter to accept an invitation
T. Give directions to a stranger using the formal you form of the
U. imperative
V. Give someone good advice using the informal you of the imperative
W. Express your opinions by finding solutions to a problem
X. Discuss emotional reactions by expressing surprise, doubt, and
Y. disbelief using the pluperfect subjunctive
Z. Make hypothetical statements using the conditional perfect
II. Grammar- complete Review of Grammar presented in Italian I, II, III including:
A. Definite and indefinite articles
B. Gender and number agreement of nouns and adjectives
C. Pronouns, Partitive, Adverbs
D. Prepositions
E. Demonstratives
F. Possession
G. Comparisons
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H. Verbs
1.
All Tenses in the Indicative, Imperative and Subjunctive Moods
2.
Active and Passive Voice
III. Literature/culture
A. Discuss the origin and the meaning of fables in today's world
B. Discuss the fable Quattordici
C. Identify significant historical or cultural figures and describe their accomplishments
and their contributions to society
D. Analyze how they changed the course of history
E. Reading selection: "Conversazione: Parole e pensieri"
F. Pompeii: Discuss its historical impact
G. Create a portrait: Dante Alighieri
H. Reading selections: excerpts from La Divina Commedia
I. Demonstrate the influence and the impact of Dante, Petrarca, Boccaccio, and San
Francesco d'Assisi in the development of the Italian language Identify the major
cities that had the greatest impact on the evolution of the Renaissance Cities
discussed: Florence, Venice, Rome
J. Discuss the contribution of the Italian Renaissance on the rest of the world
K. Figures discussed: Leonardo da Vinci, Michelangelo Buonarroti, Raffaello Sanzio
L. Identify distinctive cultural aspects presented in films and videos
M. Compare and contrast to the US films and its culture
N. Video viewing: Cinema Paradiso
O. Discuss regional differences and stereotypes in Italian society
P. Describe the regional difference in the cuisine and the traditional arts and crafts
Q. Analyze examples of literature as a source of historical data
R. Reading selection: excerpts from Il Gattopardo
S. Discuss the most important aspects of political literature
T. Video viewing: IL Postino
U. Create a biographical portrait of Federico Fellini
V. Discuss why he is considered such an innovative director
W. Video viewing: excerpts from Amarcord
X. Demonstrate how geography plays a very important role in the local economy of
Italy
Y. Discuss the Italian economy, its industry and its agriculture
Z. Reading selection: "Salute, Denaro, Amore"
AA. Present a discussion based on ads and Italian newspaper and magazine articles that
promote or discuss good health, finances,and love.
BB. Identify artistic styles of Italian musicians and singers
CC. Reading selection: "Gioacchino Rossini"
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DD.Discuss his autobiographical article and the video on his festival at Pesaro
EE. Discuss Concert for War Child video
FF. Express opinions on the differences between the US and Italian modern music
GG. Create a biographical portrait of Luciano Pavarotti
HH.Video viewing: La vita e bella
IV. RESOURCES
Text



Oggi in Italia , Fifth Edition, 1994. Houghton Mifflin Company
Italian: Two and Three Years, Second Edition, 1997. Amsco School Publications
Avventure in citta, Constantino, Mario, and Heywood Wald, Amsco School
Publications, 1987
Supplements, and ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Testing Program
 Teaching Transparencies
Audio-Visual Materials
 Leonardo da Vinci: Renaissance Master. A&E Biography, 1997. A&E Television
Networks, distributed by New Video Group, NY, NY
 Michelangelo: Artist and Man. A&E Biography, 1994. A&E Television Networks,
distributed by New Video Group, NY, NY
 Pompeii: Buried Alive. A&E Home Video, 1995. A&E Television Networks,
distributed by New Video Group, NY, NY
 Venice: Artistic, Cultural, a Beautiful City. Distributed by International Video
Network, 1994. DeAgostini: Istituto Geografico DeAgostini, Novara, Italy.
 Dall'Italia: Rivista Bimestrale in video, in stampa, in linea, no. 1 giugno, 1996.
Distributed by Dall'Italia, Via di Vigna Stelluti, 157, Roma, Italia
 Roman City. PBS Homevideo, 1994. Turner Home Entertainment, Atlanta, GA
 Cinema Paradiso
 La vita e bella
 Live from the Parco Novi Sad, Modena: Pavarotti & Friends for War Child, 1996.
Polygram Records, NY, NY
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ITALIAN IV HONORS
COURSE DESCRIPTION
The Italian IV Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Italian. In addition to an intensive review of grammar and vocabulary, students
will continue studying the fundamentals of Italian history and literature begun in Italian III
Honors in order to prepare themselves for taking AP Italian Language and Culture in their senior
year. Students will continue to practice pre-AP strategies using required readings from the
Italian AP Language and Culture syllabus. The class will be conducted primarily in Italian.
PREREQUISITES
A grade of B or higher in Italian III Honors or the approval of the Principal’s designee
Summer assignment
CONTENT OUTLINE
The Italian IV Honors course follows the same content outline as Italian IV. Students will also
continue with and complete their study of the works listed below, which was begun in Italian III
Honors.
Read, translate and analyze the following stories:
 . “La cicala e la formica” by J. De la Fontaine
 . “tom e il mal di scuola” by M. Twain
 . “Vita” by Melania Mazzucco
 . “La ragazza mela” by Italo Calvino
 . “Una storia d’amore” by C. Medaglia
 . “Volevo I pantaloni” by Lara Cardella(Summer reading)
 . “Il mio cuore giace nella bara con Cesare” by W. Shakespeare
Memorize and recite the following poems, along with visual interpretation:
 . “Sospiri” by G. Rodari
 . “La nave dei sogni” by Formentini
 . “Al figlio” by L. Hughues
 . “Lo sconosciuto” by Aldo Palazzeschi
Study the following films:
 . “Non ho paura”
 . “Ciao Professore”
 . “La vita e” bella”
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AP ITALIAN LANGUAGE AND CULTURE
COURSE OVERVIEW
This course is developed by the teacher to help students perform better in all four skill areas:
listening, speaking, reading and writing the Italian language through cultural units with
activities that are meaningful and appealing. During this course, students learn about many
aspects of the Italian society of yesterday and today giving a realistic picture of modern Italy
and its relationship to the world. The four skill areas are presented through the study of
literature, view of videos and films, formal and informal writing assignments, discussion and
presentation of topics, etc. Grammar concepts and vocabulary are introduced and reviewed
throughout all units. Italian is used as the primary language of instruction and students are
expected to convey their opinions or discuss topics in Italian as well. At the same time, to
facilitate students’ individual study of grammar outside the classroom, specific grammar
structures are explained in English. This will allow classroom time to be used to encourage
language proficiency through interaction. The teacher guides the students to discover the
beauty of the country and its culture through the use of Ponti (Tognozzi and Cavatorta 2004)
and other supplementary material. The following is a clear and systematic layout of materials
and activities used to improve the students’ four skills.
INTERPRETIVE MODE
Reading: The literary selection read by the students includes authentic excerpts by Italian
authors, novels, newspaper and magazine articles, poems etc. During the readings, students
use prediction strategies based on a title or plot overview, and they formulate these orally or in
small paragraphs in a journal entry. The latter is particularly valuable because it permits free
exploration of a topic without the stress of formal evaluation. Rather, teacher feedback is given
through brief written comments. The teacher may also preface a reading by providing an
overview or a simple plot view to help students anticipate plot structure and characterization.
Additionally, I use several articles taken from online Italian periodicals. Students are divided
into small groups to read, synthesize, and compare an assigned article with events from literary
work. Each group presents their conclusions to the rest of the class.
INTERPERSONAL AND PRESENTATIONAL MODE
Writing: Short essays, written responses to different questions from readings, closed and openended exercises to reinforce vocabulary and grammar structures (Ponti and Italian: Two and
Three Years, Tursi and Cincinnato), journal entries, literature review, summary of a reading, film
reviews, presentations in Italian in pairs or groups. The teacher provides the students with
information common data, writing skills, cultural information, specific writing strategies to
reinforce correct use of Italian so that the students will perform successfully. The teacher
guides the students not just in prewriting, writing and revising protocols, but also in the
prewriting processes of discovering the purposes of academic writing assignment. The teacher
assigns activities that encourage students to reflect on and record their observation in Italian
about what they have learned in the course about Italy and the Italians.
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INTERPRETIVE MODE
Listening: Students listen to the teacher, a native speaker of the Italian language, reading some
selections such as poems, literary passages and daily news allowed and also they listen
professional recordings of others. They view movies, videos from textbooks and video clips with
listening and comprehension exercises. They listen to short stories and songs so that they can
improve aural comprehension, vocabulary, accuracy and fluency in Italian. During class
exercises, students use their audio CD to listen to a variety of short dialogues to help deepen
their ability to understand spoken Italian. Upon completing readings mentioned in the
thematic units to follow, students hear native speakers when they view the Italian video version
of a story.
INTERPERSONAL MODE
Communication: Throughout the course the activities will reinforce and foster communication
and personal expression. Students discuss daily, at their own pace, about a movie or a literary
reading engaging in an analytical response of the text. As students read, discuss and share ideas
with their peers, they are always engaged in activities that facilitate the process of dialoguing in
real situations for very real purposes. Students use a lot of picture sequence either created by
the teacher representing various episodes in a story or they are taken from other resources.
PRESENTATIONAL MODE
Culture: Literary readings that present aspects of the Italian society of yesterday and today,
geography, history, art, music, Italian cuisine, are studied. Students will express themselves
through timed writing assignments on the cultural unit, discussions and cultural comparisons.
Comparisons: The aim of these cultural units is to stimulate reflection and comparison of the
reciprocal cultures and languages. Students also review grammar topics learned in previous
years, idiomatic expressions, and vocabulary. I always encourage the students to compare
Italian and English.
TEACHING STRATEGIES
I use a wide variety of strategies and activities to meet the particular learning needs of the
students. The students have the opportunity to read, write, speak, listen, and analyze the
works through multi-sensory activities. Among the strategies I use are “imagery” to present
descriptions of characters, setting, etc.; graphic organizers such as Venn diagrams for a
comparing/contrasting exercise; paraphrasing and re-stating, small group work, cooperative
learning, modeling, deduction, and summarizing. I use group work, pair/partner work for
projects or class discussions. I always give students prompt feedback on formal and informal
written assignments, which they do very frequently. Students also use texts, media, and
internet as resources. This year, we will be moving into a new school, and students will have
access to the Internet through a language laboratory. This will afford the opportunity for
students to listen to authentic texts being read by authors themselves or by other native
speakers.
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Additionally, they will be able to do independent listening and speaking exercises that go along
with the “Ponti” and “AP Advanced Placement Italian Track” as well as visit websites such as
Internet Café, www.corriere.it, Italiaoggi.it, and others.
STUDENT EVALUATION
I frequently evaluate students through quizzes on grammar structures and vocabulary
presented in the readings, written compositions, open response, open ended, and essential
questions; formal speaking evaluations through oral presentation, and group projects; informal
speaking evaluations through class participation and small group activities; unit, mid-term, and
final examinations. All of these assessments are designed to measure student mastery of
listening, speaking, reading, and writing. Students are aware of how they are being evaluated.
In my opening notes at the beginning of the school year, I give the criteria for students’
performance through rubrics, check-off lists, and explicit expectations for working in groups.
Writing assignments are subject to revisions and re-writes until an acceptable product is
achieved. They are also aware of the “penalty” for using English during class time.
COURSE PLANNER
From year to year, I select certain thematic units to cover, and I spend approximately three to
four weeks on each one. The following is a description of the thematic units, the literary works
used, and the sample activities.
LA FAMIGLIA: LOVE AND DISINTEGRATION
Through the readings of this unit students learn about an important aspect of Italian society, la
famiglia, seen as it was, and as it is today. They will make connections and comparisons with
the role of the North America family. Students read La casa dei nonni di Corrado Alvaro, a
passage that describes the feeling of a young boy, who accompanied by his father, makes his
first trip to meet his grandparents in a small village in Southern Italy. Here, the boy discovers
the shy and gentle love of his grandparents.
Students read La Casa delle formiche which comes from Elio Vittorini’s translation of a short
story by the Armenian/American writer William Saroyan. In this excerpt, students meet a family
with no money, yet it is a good-natured family that responds with optimism, courage and love
to its trials.
The film I Bambini ci guardano directed by Vittorio De Sica, was made in 1944 at the height of
World War II. It portrays a family’s disintegration, a societal issue just dawning on Italy at that
time, but one which still persists in society-at-large today. The main character is a seven year
old boy who is caught in the middle of his parents’ troubled relationship. When his mother
abandons him, everyone refuses to help him, including his selfish grandmother. The movie
shocked the Italian audiences who were committed to the sacralita of the family and
theinnocence of childhood. This can be linked to the unit of Il Cinema Italiano.Students will
interchange ideas and compare their personal reactions with one another and the teacher.
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Students will present a brief oral presentation about their families, answering the questions,
Who am I? Where do I come from? What are my aspirations in life?
Students will write a well-organized essay in which they compare and contrast the
grandparents in La casa dei nonni with the grandmother in I Bambini ci guardano. They mention
at least two similarities and two differences, and give specific examples to defend their point of
view. Finally, they describe the image of the North American grandmother as seen either
through the movies, literature, or their own personal experience.
Internet Café: Go to http://italian.college.hmco.com/students Research the cinematic style
made famous by Vittorio De Sica, Roberto Rossellini, and Federico Fellini known as Il
Neorealismo del Cinema Italiano. Be prepared to discuss three characteristics of this style.
What was happening during that time to the American cinema?
GEOGRAPHY: VIAGGIO IN ITALIA
Through readings, videos, and teacher’s presentations, students will take an imaginary journey
throughout Italy. They will cross the regions from North to South learning the geographical
features and the wonderful cities of the boot. Through videos they will see the aerial view of
many towns and cities discovering the old center surrounded by modern parts. They will admire
buildings from different historical periods sitting side by side. They will go from the skyscrapers
of Pirelli’s building in Milano to Verona where Romeo and Juliet’s balcony scene took place,
feeling the romance of Italy. From Venezia, la Serenissima, students will travel to Firenze, the
heart of the Renaissance, and then to Rome admiring the Colosseum and the Forum where they
can almost hear the triumphant legions returning home and the cheering crowds at the Circus
Maximus. They will learn about Capri, the island of song and dreams; finally, to Sicily, the island
of the Phoenicians, ancient Greeks, the Romans, Arabics, Normans, Spanish, French. The
journey goes on and on and on...Students will write a report on an Italian city comparing it to
one city in their country and present it to class. Working in pairs, students will create a collage
of the boot. Students will choose a region featuring the best dishes and present it to the class.
Source: Tursi and Cincinnato, Italian: Two and Three Years
PAGINE DI STORIA DI IERI E DI OGGI
This unit offers a concise course in the rich history of Italy beginning with the Etruscans four
thousand years ago and Ancient Rome with the story of Romulus, the legendary founder of the
city. Students will learn about Julius Caesar, and Marco Polo, whose epic journeys to the Orient
changed the Italian and world history forever. From the Renaissance to the Italian isorgimento,
to the Fascism, to the Italian Republic, to the present day with prominent figures such as Prodi
and the new President of the Italian Republic, Mr. Napoletano, one of the famous founders of
the Italian Constitution born in 1947 and put in act January 1948.
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Students will read excerpts as: The speech of Marco Antonio, in Italian, by William Shakespeare
“Il mio cuore giace nella bara con Cesare”, and the passage written by Svetonio, a Roman writer
of that time, on the death of Ceasar.(Antologia-Pagine e idée-1969). Students review new
vocabulary and concepts that they have learned in each chapter. Essay questions will show an
understanding of the material. Students will write two paragraphs describing Marco Polo’s
voyage, construct a chart dates, routes he took and why he went Eastward. Students role-play
Marco Antonio’s speech in a panel discussion. The teacher acts as a moderator and poses
leading questions as: Why was there a conspiracy against Caesar? Why was Caesar perceived as
a threat to the Romans? Students choose an historical figure that they would like to be, and
compare him to an historical figure of their country.
L’ESODO DEGLI EMIGRANTI ITALIANI
From 1900 to 1915 eight million Italians crossed the Oceans to go either to North or South
America. Desperate for their own survival, they arrived at major American ports.
Conditions in Southern Italy were particularly harsh and many were forced to leave their
houses, their families, and their country without help from the government. All shared the
common goal of creating a better life. Did they ask themselves if they were going to be able to
meet the challenges? What expectation did the new culture have of them? Did they know that
their values were to be dramatically different from North American values? Certainly, they
could not have known what awaited them. They encountered confusion and conflict trying to
adjust to life in the United States. However, Italians knew then and know that: “Fatti non
fummo per viver come bruti, ma per seguir virtute e conoscenza” (Dante, Inferno. Canto xxvi).
Life was very difficult for the new immigrants until they began to understand the American
reality. They learned about the spirit of independence and the sense of individuality that
characterizes American behavior. They became responsible citizens, adjusted to the culture and
gave the best of their culture and their knowledge. Students will read true stories from the
text: “Non soltanto un baule” Storie di emigranti, by Concetta Cirigliano Perna, and passages
from the book “Vita”, written by Melania Mazzucco. Through these great immigrants’ stories,
students learn the language, the history, the sufferings, the traditions, and the values which still
exist today among Italian families. Readings: “Non soltanto un baule” by Jean Farinelli. “Il mio
Michelangelo” by Elisa Magistro.
Movie: Lamerica This movie presents Italy not as an emigration country, but as an immigration
country. Students will explain the word “Americanization” and what it meant to Italian
immigrants at the beginning of the 1900s. Students will try to imagine and describe the feelings
of Sant’Angelo’s artisans that from “artists” they had to become simple workers in the vast
American industry. Italy from an emigration country has changed to an immigration country.
Students will do research on the social and economic changes in the last 50 years. They will
present it to class in Italian.
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CONTRIBUTIONS OF ITALIAN AMERICANS
Students will research and discuss, in Italian, the great contributions that Italian Americans
have made to American public life in politics, science, sports, music, theater, design...Through
readings, teacher presentation, videos and interviews with Italo Americans they will learn the
significant impact Italo Americans have had on American Culture. Although the great wave of
immigration has long gone, since 1920 Italians have achieved great success and have played a
significant role in all fields. Students will research a famous contemporary Italo American (ex:
Nancy Pelosi, Mario Cuomo) as well as an important figure of yesterday (ex:Antonio Meucci,
Enrico Fermi) and present it to class in Italian. Students will create a thematic collage on famous
Italo American singers. Students will read selected excerpts related to Italo American figures
and answer essay questions. Students will prepare a oral presentation on a famous Italo
American film-maker or director and discussion will follow.
ART PAST/ART PRESENT
With this unit the teacher presents a clear, concise treatment of art from ancient Greece to the
iconography of Bernini’s sculpture (Apollo and Daphne) drawn from an ancient Roman literary
source, Ovidio’s Metamorphoses, which communicates both general and particular aspects of
Italian Baroque, to Modern Art. Videos, diverse works of art, teacher’s presentation, notes and
other supplementary materials are used.
Students will present an Italian artist of the present or the past and make comparisons in the
target language, (he or she) with a North American artist (ex:Frank Lloyd Wright 1867-1959,
Fallingwater- Twenty century with sixteenth-century Villa Rotona by Palladio) report it to the
class. Students will choose and describe un’opera d’arte of all times.
A SPECIAL FLAVOR OF ITALIAN LITERATURE
Literature: Students read passages , poems, short stories from a selection of Italian authors
(Italo Svevo, D’Annunzio, Pirandello, Alvaro, Montale, Calvino, Buzzati, Moravia and Maraini),
children literature and fables. Some of these excerpts illustrate various phases of Italian culture
and civilization, also exploring a variety of protagonists and situations that reflect the
fundamental characteristics of the life and il pensiero (the thought) of modern Italy. Some
passages express deeply certain painful historical episodes: World War I and II; emigration; the
Fascism and its tragedy; the experience of Italian Jews in Italy. When we read “Il nome della
rosa” di Umbero Eco, we move toward the Middle Ages.In other selections we turn toward the
cultural experience. Vittorini is presented for example not just as a writer but as a translator of
Saroyon, given an opportunity to students to read in Italian an American writer and to see how
the literary experiences of one country can influence those of another. Each author is
introduced by a short biography. Each passage is followed by questions to incourage discussion
and analysis. Students will interchange ideas and compare their personal reactions with one
another and the teacher. Students in small groups or individuals will create collages and story
maps or illustrations for characters.
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They us their knowledge of a text to convert scene into dialogues; to write letters to or
between characters and describe elements in essay form. In doing so they are using their skills
required for comprehension. Each passage is followed by grammar review exercises and one or
more topics for written composition and discussion which will encourage students to discuss
their own related opinions and experiences, in Italian.
TRADIZIONI DI IERI E DI OGGI
Il <<Made in Italy>> non solo moda, pizza e pasta?
With this unit students will learn that Italy is a leader in the manufacture of top-quality, welldesigned products in a huge variety of sectors: technology, industry, machinery, textiles,
automotive, furnishings and more.. The kitchens produced in Italy, for eample, are among the
world’s most beautiful and functional. Italy is also considered the paradise of the archeologists,
thanks to its rich history which has remained relevant through time. Italians are also proud of
centuries-old traditions of fine craftsmanship in wood, ceramics,(Caltagirone-Sicily, the method
used by the artists goes back to 4000 thousand years ago), glass, metal, leather, silk, linen,
wool, and of course FOOD! Students will learn were these products or crafts are manufactured
and how; how long these products or crafts have been made in Italy and were they are
exported to around the world. Students will research an Italian craft or product or an Italian
automobile designer (ex: Giungiaro, one of the most famous in the world for the Ferrari and
Aston Martin) and present it to class in Italian.
FESTE ITALIANE
Students are introduced to holidays and festivals celebrated in Italy and by Italian-speaking
people around the world, through readings, videos, teacher presentations, and activities. They
will discuss and research not only about the well-known holidays such as Christmas, Easter, and
Il Carnevale, but also the more obscure Italian Epiphany tale, la Befana. One of the favorite
activities for students during Il Carnevale is the mask-making competition. This activity also
encourages the students to imagine and invent their own special stories, characters and
dialogues. Students read short stories about religious activities which are exclusive to individual
Italian cities or towns. Additionally, they view videos of folkloristic festivals such as the famous
historical re-enactment in Siena of il Palo di Siena. Students write about the national holidays
celebrated in their country and compare them to those celebrated in Italy.
LA CUCINA ITALIANA
Not only do Italians have a rich and varied cuisine in their own country that is distinct from
region to region, but has they have settled around the globe they have influenced the way
people eat everywhere. The Italian cuisine is still a tradition that remains intact. (Although in
the USA spaghetti and meatballs have been replaced by healtier pasta dishes, using fresh
tomatoes and fresh herbs.) Cooking with olive oil and drinking a glass of red wine (which
Italians have done for centuries) is now considered excellent for one?s health. Students learn
culinary terms and explore the many facets of Italian cooking through the readings of current
magazine’s articles, as well as view videos.
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
They create a menu for an Italian restaurant and present it in class in Italian. Students
create their own advertisement for an American fast food company in Italy such as
McDonald. They accompany their ad with a song. Students visit some Italian restaurants
in their city and taste some of the traditional dishes and describe how Italy is presented
in the Italian restaurants of their own country, and then guess which Italian
geographical area they believe those dishes come from. At the end of the year,
students present a portfolio representing the accumulation of monthly assignments
completed throughout the course. This will include their observations and reactions to
what they have learned about Italian lifestyles, traditions and behavior. Additionally,
students present Italian-American recipe books they produced either individually or in
groups. Un pensiero: Attraverso le letture e le diverse attivita didattiche cerco di
sviluppare negli studenti i loro interessi, di aiutarli nell’indagine del conoscere, di offrire
spunti per dibattiti in classe. Cerco di arricchire il vocabolario dei ragazzi con studi e
ricerche lessicali; di fare loro assaporare questo infinito bagaglio culturale e di insegnare
loro a parlare la mia meravigliosa lingua l’Italiano.
BIBLIOGRAPHY
 Elio Gioanolo, Letteratura Italiana, Storia e Testi(1998)
 Luciano Bianciardi, Renata Luraschi, Sergio Musutelli. Pagine e idée (antologia italiana
Casa Editrice Bietti, Milano, 1969)
 Elissa Tognozzi, Giuseppe Cavatorta. Ponti. Houghton Mifflin Company. Boston 2004.
 Tursi, Joseph A., and Paul D. Cincinnato, Italian: Two and Three Years. New York, 1997
 Manella Claudio. Ecco! Grammatica Italiana. Firenze Progetto Lingua, 2000
 EMC/Paradigm Publishing.Easy to Read Classics (Variety of titles)St. Paul, Minn.
 Carlo Guastalla. Giocare con la letteratura. Firenze: Alma Edizioni, 2002
 Carlo Guastalla. Giocare con la scrittura. Firenze: Alma edizioni, 2002
 Lee, James and Bill VanPatten. Making Communicative Language Teaching Happen. New
York: McGraw-Hill, 2003.Gertrude Moskowitz. Caring and Sharing in the Foreign
 Language Classroom, Rowley, Mass.: Newbury House, 1978
 Concetta Cirigliano Perna. NON SOLTANTO UN BAULE. Storie di emigranti
 italiani.Edizioni Farinelli, 2005.
 Giorgio Chiosso. IN ITALY. St. Paul, Minn: EMC/Paradigm Publishing, 1988.
 Bruna Petrarca Boyle. AP Advanced Placement Italian Track. Edizioni Farinelli, 2007.
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Films



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
I Bambini ci guardano
Roma Citta Aperta
La Strada
Il Giardino de Finzi Cantini
Lamerica
Il Postino
Websites
 http://www.corriere.it
 http://Italiaoggi.it/
 Google Italia
 Internet Café
COURSE # 0539
ITALIAN CULTURE THROUGH FILM
2.5 CREDITS
This course will give students an inside look at Italian culture through films, videos and
documentaries. There will be analysis, discussion and written critique of selected films from
Italy. A broad selection of topics will be addressed while viewing films and tracing important
issues dating from early Italy through the present day. The emphasis is on the cultural
information illustrated by the films. Films are subtitled – no knowledge of Italian is required.
However, pertinent vocabulary and phrases will be introduced where applicable. This is an
elective course that meets three days during the six day cycle and does not count towards the
foreign language requirement for college.
Prerequisites: none
Essential questions
Why is it important to study not only the language but also the culture of different people?
What are the practical benefits of being multilingual/multicultural?
How has immigration changed U.S. society?
How have immigrants demonstrated their value to the United States?
Thinking level objectives
Students will be able to:
Compare and contrast cultural characteristics of the Italian culture with the cultural
characteristics of their own culture.
Analyze examples of how Italian films portray the role of the United States or other countries.
Compare, contrast, and present the treatment of important issues in both the Italian culture
and their own culture.
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Mastery level objectives
Students will be able to:
Identify interactions, patterns of social behavior, social norms, customs, holidays, and special
events that are typical of the Italian culture, and discuss how they reflect language and cultural
perspectives.
Identify artistic styles and cultural characteristics in music, theatre, visual arts, films, videos and
relate these to the language and perspectives of the Italian culture.
Identify significant political, military, intellectual, and cultural figures and describe how they
shaped the Italian culture’s perspectives.
Describe the relationship between social establishments such as schools, religions,
governments, and the perspectives of the Italian culture.
The following format will be followed for each film:
 Introduce movie
o Discuss what historical, political, social events/movements were taking place at
the time
o Compare and contrast this time period in Italy with the concurrent time period in
America
o Handout vocabulary sheets, both in English and Italian that will help the students
understand the movie better
 Watch the movie
o During the movie stop and have brief discussions
o Touch upon major themes
 After the movie
o Handouts and questionnaires
o Depending on the film, students will create projects which may include, but are
not limited to: papers, debates, Power Points, presentations, etc... which show a
deeper understanding of the film and that time period in Italian history.
La Vita è Bella/Life is Beautiful
Roberto Benigni's Oscar-winning La Vita è Bella is timeless in that it not only helps students
learn Italian but also provides a cultural, political and historical perspective on the historic
events of the Holocaust. 116 min. (1999) Rated: PG-13
War Trilogy
Roberto Rossellini is one of the most influential filmmakers of all time. And it was with his
trilogy of films made during and after World War II—Rome Open City, Paisan, and Germany
Year Zero—that he left his first transformative mark on cinema. With their stripped-down
aesthetic, largely nonprofessional casts, and unorthodox approaches to storytelling, these
intensely emotional works were international sensations and came to define the neorealist
movement. Shot in battle-ravaged Italy and Germany, these three films are some of our most
lasting, humane documents of devastated postwar Europe, containing universal images of both
tragedy and hope. 302 min. total (1945, 1946, 1948) Italian with English subtitles. Rated: NR
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Ladri di Biciclette/Bicycle Thieves
Bicycle Thieves (also known as The Bicycle Thief) is a neorealist film directed by Vittorio De Sica.
It tells the story of a poor man searching the streets of Rome for his stolen bicycle, which he
needs to be able to work. The film is frequently on critics' and directors' lists of the best films
ever made. It was given an Academy Honorary Award in 1950, and, just four years after its
release, was deemed the greatest film of all time by the magazine Sight & Sound's poll of
filmmakers and critics in 1952. The film placed sixth as the greatest ever made in Sight &
Sound's latest directors' poll, conducted in 2002, and is in top 10 of the BFI list of the 50 films
you should see by the age of 14. 90 min. (1949) Italian with English subtitles. Rated: NR
Il Postino/The Postman
This award-winning film portrays the Chilean poet Pablo Neruda during a stay on an island off
the coast of Italy and the local postman (Mario) who delivers his mail. Mario yearns to win the
attention of Neruda because he secretly harbors a desire to become a poet as well. As Mario's
efforts succeed and Neruda spends time and conversation with him, he begins to idolize the
poet even more. 116 min. (1994) Italian with English subtitles. Rated: PG
Cinema Paradiso
Told largely in flashback to childhood years, this film tells the story of the return to his native
Sicilian village of a successful film director Salvatore for the funeral of his old friend Alfredo,
who was the projectionist at the local "Cinema Paradiso". Ultimately, Alfredo serves as a wise
father figure to his young friend who only wishes the best to see him succeed, even if it means
breaking his heart in the process. The film intertwines sentimentality with comedy, and
nostalgia with pragmatics. It explores issues of youth, coming of age, and reflections (in
adulthood) about the past. 121 min. (1988) Italian with English subtitles. Rated: PG
Lamerica/America
An opportunistic Italian swindler heads to Albania and finds himself involved with the life of an
impoverished local in this somber political drama. Gino and his partner in crime Fiore come to
Albania with a money-making scheme designed to capitalize on the surrounding political chaos.
For the con to work, they need an easily exploitable native Albanian, and they recruit Spiro. This
elderly former political prisoner seems the perfect choice, until he unexpectedly disappears.
Gino is assigned to find him, setting out on a journey that leads him to discover Spiro's tragic
personal history and become intimately acquainted with the full extent of Albanian poverty.
120 min. (1994) Italian with English subtitles. Rated: NR
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La Scorta/ The Bodyguards
This movie, a smart political thriller, focuses on the bodyguards protecting an honest, imperiled
judge trying to clean up a Sicilian town. The story is based on the life of judge, Francesco
Taurisano. The director, Ricky Tognazzi, is looking at the issues of pervasiveness of government
corruption and the way the bodyguards try to maintain a shadow of their normal lives. 92 min.
(1994) Italian with English subtitles. Rated: NR
Deserto Rosso/Red Desert
A masterpiece of color cinematography, the film uses its carefully rendered color scheme to
heighten the emotional impact of Michelangelo Antonioni's portrayal of the alienating effect of
the modern world on one woman. Giuliana lives in the northern Italian town of Ravenna with
her husband, Ugo, a factory engineer who fails to appreciate the depth of her despair, and with
her young son, Valerio, upon whom she dotes. The city's grim industrial landscape weighs
heavily on Giuliana, and she struggles to come to terms with her environment As the film ends
and her son asks her why birds don't fly through the poisonous yellow smoke of factory, she is
able to tell him it's "because they have learned to fly around it," illustrating the separate peace
she must make with technology. 117 min. (1964) Italian with English subtitles. Rated: NR
Il Mediteranneo/The Mediterranean
An Italian ship leaves a handful of soldiers on an island in the Greek Sea during World War II.
Their mission is to spot enemy ships and hold the island in case of attack. The village of the
island seems abandoned and there isn't an enemy in sight, so the soldiers begin to relax a little.
Things change when their ship is hit and destroyed by the enemy, and the soldiers find
themselves abandoned there. Actually, the island isn't deserted and when the Greeks
understand that these Italians are harmless, they come out of their hiding places in the
mountains and continue their peaceful lives. Soon the soldiers discover that being left behind in
a God-forgotten Greek island isn't such a bad thing, after all. 90 min. (1991) Italian with English
subtitles. Rated: R
Lo Non Ho Paura/I’m Not Scared
This film is about a boy dealing with issues he cannot quite comprehend. While playing outside
one day, nine-year-old Michele discovers Filippo, who is chained to the ground at the bottom of
a hole. Michele witnesses town villain Felice nearby and suspects something bad is happening.
Michele is unsure whom he should tell about his discovery, eventually spilling the beans to his
closest friend. Michele's parents learn of his discovery and warn him to forget whatever he saw.
108 min. (2003) Italian with English subtitles. Rated: R
La Strada/The Road
La Strada is Federico Fellini's moving masterpiece that explores the soul's eternal conflict
between the heart and mind. Zampano is a cruel, traveling carnival strongman who buys his
assistant, a simple minded young woman named Gelsomina, from her poverty-stricken family.
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She does Zampano's bidding without question or resistance, even though he is abusive to her.
But soon, their fragile relationship is disrupted when Gelsomina meets The Fool, a witty circus
clown, who offers her a means to leave Zampano. It is the rivalry over her that precipitates the
film's inevitable tragedy. La Strada is one of Fellini's most accessible and humane works, a film
of understated beauty and profound insight. 105 min. (1954) Italian with English subtitles.
Rated: NR
La Meglio Gioventù/The Best of Youth
This is a a six-hour film about the nature of love, loss, and living itself. Following Nicola Carati
and his brother Matteo over the course of forty years, it explores their lives, their relationships,
and the experiences that take them from starry-eyed optimists about to embark on an
exploration of Europe to an adulthood unlike anything they could have ever imagined. 366 min.
(2003) Italian with English subtitles. Rated: R
Ciao, Professore!
From Academy Award nominated director Lina Wertmuller comes this spirited comedy hailed
by critics for its vitality and good humor. Ciao, Professore! is the story of an upper-class teacher
from conservative Northern Italy who, due to a computer error, finds himself teaching thirdgrade truants at a ramshackle school in the south. Yet along the way, the earnest "professor"
learns some valuable lessons when he begins to see life through the fresh, vibrant eyes of his
scrappy young students. 91 min. (1992) Italian with English subtitles. Rated: R
Come Te Nessuno Mai /But Forever in My Mind
In this teen comedy from Italy, a large group of teenage activists are occupying their high school
as part of a protest against privatized education and efforts for greater standardization among
students. But one of them, , is more than a bit preoccupied by Valentina, a pretty girl in his class
who unfortunately already has a boyfriend, Martino. Soon the entire school knows, including a
very angry Martino and an equally enraged Claudia, who has a crush on Silvio. As things get
more complicated for him at school, Silvio is finding no respite at home; his parents want to
know why they don't talk anymore, his brother needs romantic advice, and his sister has a
secret. To get a better feel for contemporary teenage life, writer/director Gabriele Muccino
collaborated on the screenplay with two 16-year-olds, Silvio Muccino and Adele Tulli, both of
whom have roles in the film. 88 min. (1999) Italian with English subtitles. Rated: G
Caterina Va in Città /Caterina/Caterina in the Big City
This film portrays a family's relocation from a small town to Rome. The focus is on daughter
Caterina who finds herself in a new private school which reflects a microcosm of Italian society
and its cultural and political divisions. 106min. (2003) Italian with English subtitles. Rated: NR
Buon Giorno Notte/Good Morning, Night
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Marco Bellocchio’s award-winning Buongiorno, notte – based on the 1978 kidnapping and
killing of Aldo Moro, president of the Christian Democratic party in Italy, by the Red Brigadesoffers an insightful perspective of the social, political and economic crises that engulfed their
trouble period in its history. 102min. (2003) Italian with English subtitles. Rated: NR
Giorni e Nuvole/Days and Clouds
This film couldn't be more timely in today's crumbling economic environment as it vividly
portrays how the absence of financial security can change everything. The world of a well-off,
middle-aged Genoa couple unravels quickly as Michele loses his job and finds it increasingly
difficult to find another of equal status. As the bills mount and their debt increases, Elsa takes a
daytime call-center job and a nighttime secretarial position leaving behind her art history
pursuits. The couple is forced to downsize their home and sell many of their prized possessions.
At the heart of this film is the question of how much lifestyle determines relationships, sense of
self and ultimately peace of mind. 105min. (2008) Italian with English subtitles. Rated: NR
Pane e Tulipani/Bread and Tulips
An Italian housewife, Rosalba Barletta, finds herself stranded during a family vacation. Instead
of waiting for her controlling businessman husband, she hitchhikes her way home, only to
impulsively detour to Venice. She finds soon finds herself enjoying her new life. Meanwhile, her
husband has sent a bumbling plumber, Costantino, as a private detective to find her. After
meeting and falling in love with Grazia, Rosalba's neighbor across the hall, Costantino calls
Rosalba's husband and quits, claiming that he is unable to find her. However, her husband's
friend appears and convinces Rosalba to return to her home in Pescara. Fernando follows her
and persuades her to return to Venice with him. 116min. (2000) Italian with English subtitles.
Rated: PG13
Pinocchio
Academy Award-winner Roberto Benigni (Best Actor, LIFE IS BEAUTIFUL, 1998) brings one of
the world's most beloved characters to the screen with this delightful live action adaptation of
Carlo Collodi's classic story. The enchanting journey begins when the wooden puppet named
Pinocchio (Benigni) comes magically to life. Then the fun takes off as -- despite guidance from
the beautiful Blue Fairy and the love of his father, Geppetto -- Pinocchio's ever-curious spirit
opens the door to one wild adventure after another. 100min. (2002) Rated: G
Padre Padrone/My Father, My Master
The film concentrates on a young, barely literate shepherd boy, who lives under the thumb of
his tyrannical peasant father. Rescued from his family--and his isolated lifestyle--when called for
military service, the boy eventually emerges as a brilliant scholar. Though the protagonist's
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view and the traditional values that have compelled him to treat his son so harshly. Filmed in a
stark, straightforward fashion Padre Padrone went on to become the first film ever to win both
the Golden Palm and the International Critics' Prize at the Cannes Film Festival. 114min. (1977)
Italian with English subtitles. Rated: NR
LATIN I
COURSE DESCRIPTION
This course is designed for students with no prior knowledge of the Latin language. Students
will learn Latin grammar, vocabulary, and Roman culture through the reading of stories derived
from ancient Roman texts. Students demonstrate their learning through various assignments
and projects designed to utilize different strengths and talents. Focused study of English words
derived from Latin, which make up approximately 50% of the English language, is also an
essential component of the course.
PREREQUISITE
None
CONTENT OUTLINE
I. Chapters 1 & 2
A. Essential questions
1. What does the story of the founding of Rome tell us about the Romans’
view of themselves and of their city?
2. How has Latin influenced the English language?
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B. Thinking level objective
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Students will summarize, in words and illustrations, the story of the
founding of Rome.
3. Students will determine what function a word performs in a sentence by
what ending is on it.
C. Mastery level objectives
1. Greet and respond to greetings
2. Define Latin nouns, verbs, adjectives, prepositions and other words.
3. Identify nouns in the five cases, singular and plural, in the first and
second declensions, and determine what function a word performs in a
sentence.
4. Summarize and illustrate the story of the founding of Rome.
5. Define English vocabulary derived from Latin words.
6. Translate a story about the Trojan War from Latin to English using
knowledge of noun cases.
D. Grammar
1. Identifying and correctly translating nouns in the first and second
declensions
2. Declining nouns in the first and second declensions
3. Uses of each of the five noun cases
 Nominative: subject, predicate nominative, predicate adjective,
appositive
 Genitive: possession, quality, material, with adjectives
 Dative: indirect object, possession, with adjectives, with special
verbs
 Accusative: direct object, object of preposition, duration of time,
appositive
 Ablative: with prepositions, means, quality, with dignus/indignus
4. Forming and translating the vocative case
E. Culture
4. Map of Italy at the founding of Rome
5. Story of Romulus and Remus
6. Trojan War story and poster project
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II. Chapters 3&4
A. Essential question
1. What are some themes and life experiences found in The Aeneid that
also occur in modern literature and life?
2. How has Latin influenced the English language?
B. Thinking level objective
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Student will determine what function a third declension noun performs in
a sentence by what ending is on it and identify adjectives that describe
these nouns.
3. Students will interpret a section of The Aeneid, read to them in English
and translated by them from Latin, and act it out with group members.
C. Mastery level objectives
1. Greet and respond to greetings
2. Define Latin nouns, verbs, adjectives, and other words
3. Identify nouns in the five cases, singular and plural, in the third
declension, and determine what function a word performs in a sentence.
4. Define English vocabulary derived from Latin words.
5. Translate stories adapted from The Aeneid from Latin into English using
knowledge of noun cases.
6. Work with a group to create a brief skit on the story of Aeneas and Dido.
7. Identify adjectives and the nouns they describe, considering case, gender,
and number.
D. Grammar
1. Identifying and correctly translating nouns in the third declension
2. Declining nouns in the third declension
3. Declining adjectives in first/second and third declensions
4. Noun-adjective agreement
E. Culture
1. The Aeneid (selection adapted from book 4)
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III.
Chapters 8-12
A. Essential question
1. How has Latin influenced the English language?
2. How have the myths and legends of Rome influenced modern literature?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Students will incorporate their knowledge of the gods from the readings
in the textbook into a skit adapted from Greek and Roman myths.
C. Mastery level objectives
1. Form and correctly translate comparative and superlative adjectives and
adverbs
2. Form adverbs from adjectives
3. Use correct cases for objects of prepositions
4. Correctly translate prepositional phrases
5. Define English vocabulary derived from Latin words.
D. Grammar
1. Prepositional phrases
2. Declining adjectives
3. Noun-adjective agreement
4. Comparison of adjectives
5. Formation and comparison of adverbs
E. Culture
1. Gods and goddesses
2. Apollo and daphne
3. Pyramus and thisbe
4. Coriolanus
IV.
Chapter 16
A. Essential questions
1. How has Latin influenced the English language?
2. How are holiday celebrations today similar to and different from those in
ancient Rome?
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B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Students will connect knowledge of place value with knowledge of
Roman numerals to read Roman numerals correctly.
C. Mastery level objectives
1. Read Roman numerals and correctly translate Latin number words and
mathematical expressions.
2. Reenact aspects of a traditional celebration of the Roman Saturnalia
based on readings about Saturnalia traditions.
3. Define English vocabulary derived from Latin words.
D. Grammar
1. Roman numerals
2. Latin numbers
E. Culture
3. Saturnalia
V. Chapters 17-18
A. Essential questions
1. How has Latin influenced the English language?
2. How does the layout of a Roman home reflect their lifestyle?
3. How is the environment of today’s schools more conducive to learning than
the environment of schools in ancient Rome?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
2. Students will analyze Latin verbs to determine their tense and subject.
3. Students will design and implement a Roman lesson plan in accordance with
what they know about Roman schools.
C. Mastery level objectives
1. Conjugate and correctly translate verbs in the present tense.
2. Form and translate present active commands in Latin
3. Give the principal parts of Latin verbs.
4. Identify the rooms of the Roman house and their functions.
5. Define English vocabulary derived from Latin words.
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D. Grammar
1. Conjugating present tense verbs in all conjugations
2. Translating present tense verbs
3. Translating questions and commands
4. Giving principal parts of verbs
E. Culture
1. Rooms of the Roman house
2. Roman schools
VI. Chapter 22
A. Essential Questions
1. How has Latin influenced the English language?
2. How does the story of Tarpeia demonstrate the importance for Romans of
loyalty to country?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
2. Students will evaluate the possible effect the story of Tarpeia may have had on
the sense of duty to country felt by the Romans.
C. Mastery level objectives
1. Use principal parts to determine the appropriate stem to use for perfect tense
verbs.
2. Conjugate perfect tense verbs in all conjugations.
3. Recognize and correctly translate verbs in the perfect tense.
4. Use knowledge of perfect tense verbs to translate the story of Tarpeia.
5. Define English vocabulary derived from Latin words.
D. Grammar
1. Conjugating perfect tense verbs in all conjugations
2. Translating perfect tense verbs
E. Culture
1. Tarpeia and Roman nationalism
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VII. Chapter 19
A. Essential Questions
1. How has Latin influenced the English language?
2. How might the climate and culture of ancient Rome have impacted their manner
of dress?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
2. Students will analyze Latin verbs to determine their tense and subject.
C. Mastery Level objectives
1. Conjugate and correctly translate verbs in the imperfect tense
2. Translate a reading about a shopping excursion using knowledge of imperfect
and future tense verbs.
3. Define English vocabulary derived from Latin words.
D. Grammar
1. Conjugating imperfect tense verbs in all conjugations
2. Translating imperfect tense verbs
E. Culture
1. Roman gods and goddesses
VIII. Chapter 20
A. Essential Questions
1. How has Latin influenced the English language?
2. What do the Greek and Roman religious practices tell us about the Romans’
worldview and ideas about human nature?
B. Thinking level objectives
1. Students will analyze Latin verbs to determine their tense and subject.
2. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
C. Mastery level objectives
1. Conjugate and correctly translate verbs in the future tense.
2. Translate a reading about the Roman gods and goddesses using knowledge of
future tense verbs.
3. Define English vocabulary derived from Latin words.
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D. Grammar
1. Conjugating future tense verbs in all conjugations
2. Translating future tense verbs
E. Culture
1. Greek and Latin gods and goddesses
IX. Chapter 21
A. Essential Questions
1. How has Latin influenced the English language?
2. To what extent do elections in Rome and the U.S. offer equal opportunities for
all?
3. How are Roman elections similar to and different from the elections of today?
4. How can a candidate for office motivate people, legally or illegally, to vote for
him/her?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
2. Students will influence their classmates to vote for a particular candidate in a
class election with promises, praises, and bribes.
3. Students will evaluate the merits of candidates in a class election and defend
their choice of a particular candidate in writing.
C. Mastery level objectives
1. Conjugate and translate irregular verbs in the present, imperfect, and future
tenses.
2. Use knowledge of irregular verbs to translate a story about the roman baths.
3. Identify important features of the roman baths.
4. Define english vocabulary derived from latin words.
5. Fulfill assigned roles in a mock roman election.
6. Write grammatically correct Latin election slogans on the classroom bulletin
board.
D. Grammar
1. Conjugating irregular verbs in the present, imperfect and future tenses.
2. Correctly translating irregular verbs in the present, imperfect and future tenses.
E. Culture
1. The Roman baths
2. Roman elections
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X. Chapter 5
A. Essential Questions
1. How has Latin influenced the English language?
2. How do the decisions and viewpoints of powerful individuals affect nations
and the course of history?
B. Thinking level objectives
1. Students will debate the strength of the claims two characters have on the
right to marry the princess of Latium.
2. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
3. Students will determine what function a fourth declension noun performs in
a sentence by what ending is on it.
C. Mastery level objectives
1. Identify nouns in the five cases, singular and plural, in the fourth declension,
and determine what function a word performs in a sentence.
2. Define English vocabulary derived from Latin words.
3. Use knowledge of Latin noun cases to translate stories adapted from The
Aeneid.
4. Formulate and articulate a viewpoint on the strength of a character’s claim
on the right to marry the princess of Latium, following a given debate format.
5. Evaluate the effects of each character’s decision on the other characters and
the course of events in the story.
D. Grammar
1. Identifying and correctly translating nouns in the fourth declension
2. Declining nouns in the fourth declension
E. Culture
1. The Aeneid
XI. Chapters 6-7
A. Essential Questions
1. How has Latin influenced the English language?
2. How have views on marriage changed since the time period in which The
Aeneid is set? Would the scenario in this final installation occur today? Why
or why not?
3. How do Roman myths, legends and other stories reflect the Romans’ sense
of national identity and destiny?
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B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
2. Students will organize their ideas using a web organizer and paragraph
templates and then write a five-paragraph essay explaining how these stories
demonstrate the Roman sense of national identity.
C. Mastery level objectives
1. Identify nouns in the five cases, singular and plural, in the fifth declension,
and those taken from Greek, and determine what function a word performs
in a sentence.
2. Define English vocabulary derived from Latin words.
3. Use knowledge of noun cases to translate a story adapted from The Aeneid.
4. Use information from various stories read throughout the year to explain the
importance of nationalism in the Roman Republic.
D. Grammar
1. Identifying and correctly translating nouns in the fifth declension.
2. Identifying and correctly translating nouns taken from Greek.
3. Declining nouns in the fifth declension
4. Declining nouns taken from Greek.
E. Culture
1. The Aeneid
2. Somnium Scipionis
XII. RESOURCES
A. Text
 Traupman, John. Lingua Latina, Book I. Amsco School Publications, 1999.
B. Supplements i.e. ancillary materials
 Prior, Richard E. Latin Verb Tense Drills. McGraw-Hill, 2006.
 Cambridge Latin Course Unit I.
C. Audio-Visual Materials
 Lingua Latina Book I Audio Cassette Tapes
LATIN II
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COURSE DESCRIPTION
This course is designed for students with have successfully completed a first year Latin course.
Students will continue to learn Latin grammar, vocabulary, and Roman culture through the
reading of stories derived from ancient Roman texts. Students demonstrate their learning
through various assignments and projects designed to utilize different strengths and talents.
Focused study of English words derived from Latin, which make up approximately 50% of the
English language, is also an essential component of the course.
PREREQUISITE
None
CONTENT OUTLINE
I. Chapters 13
A. Essential questions
1. What purposes might be served by exaggerating the circumstances of
Horatius’s battle at the bridge?
2. How has Latin influenced the English language?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Students will differentiate between sentences which use personal,
reflexive and intensive pronouns.
3. Students will analyze the purpose of hyperbole in the story of “Horatius at
the Bridge” and evaluate the degree to which the story may be true.
C. Mastery level objectives
1. Use knowledge of pronoun cases to complete a crossword puzzle
2. Identify pronouns in various cases and correctly translate them
3. Translate the story of “Horatius at the Bridge”
D. Grammar
1. Identify and correctly translate various cases of personal pronouns
2. Identify and correctly translate various cases of reflexive pronouns
3. Identify and correctly translate various cases of intensive pronouns
4. Identify possessive adjectives and the nouns they modify and correctly
Translate them
E. Culture
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1. “Horatius at the Bridge”
II. Chapter 14
A. Essential questions
1. How has Latin influenced the English language?
2. Based on your readings from chapters 13 and 14, what are the important
characteristics of a Roman hero?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
2. Students will infer the important qualities of a Roman hero based on
their readings in this and the previous chapter.
C. Mastery level objectives
1. Identify demonstratives in the five cases, singular and plural, of all three
genders, and determine what noun they modify and what function they
perform in a sentence.
2. Use knowledge of demonstratives to translate the stories of Mucius
Scaevola and Cloelia.
D. Grammar
1. Demonstratives
E. Culture
1. Mucius Scaevola
2. Cloelia
III.
Chapter 15
A. Essential questions
1. How has Latin influenced the English language?
2. How does the story of Androcles and the Lion show a different side of the
Romans than stories we have previously read?
B. Thinking level objectives
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1. Students will be able to compare and contrast the roles of Romans in
various legends.
2. Students will be able to connect current Latin vocabulary with familiar
and unfamiliar English vocabulary to build word attack skills.
3. Students will be able to create a written, visual, or performance-based
product to demonstrate their knowledge and understanding of Latin
grammar or of Roman legends.
C. Mastery
1. Correctly decline and translate relative pronouns and identify and
translate relative clauses.
2. Correctly decline and translate interrogative pronouns and adjectives
3. Translate the story of androcles and the lion and illustrate an assigned
sentence from the story using knowledge of relative pronouns and
clauses
D. Grammar
1. relative pronouns
2. relative clauses
3. interrogative pronouns
4. interrogative adjectives
E. Culture
1. Androcles and the Lion
IV.
Chapters 23-24
A. Essential questions
1. How has Latin influenced the English language?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and
unfamiliar English vocabulary to build word attack skills.
C. Mastery level objectives
D. Grammar
1. Pluperfect and Future Perfect Tense Verbs
2. Perfect Tense of Irregular Verbs
3. Defective Verbs
4. Deponent Verbs
E. Culture
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1. Phaethon
2. Theseus
V. Chapters 25-26
A. Essential questions
1. How has Latin influenced the English language?
2. How do natural disasters shape the history of a nation?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
C. Mastery level objectives
D. Grammar
1. Passive voice verbs
E. Culture
1. The eruption of Mount Vesuvius
2. Orion and Diana
VI. Book II Chapter 5
A. Essential Questions
1. How has Latin influenced the English language?
2. How are the themes of Perseus and Medusa similar to those of modern fairy
tales?
B. Thinking Level Objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
C. Mastery Level Objectives
D. Grammar
1. Infinitives
2. Indirect Statement
E. Culture
1. Perseus and Medusa
VII. Jenney Chapters 1-3/Lingua Latina Book II Chapter 6
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A. Essential Questions
1. How has Latin influenced the English language?
2. How does the story of Pandora show the human qualities of the gods?
3. How would the story of Pandora have helped the people living at that time
explain the world around them?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
C. Mastery Level objectives
D. Grammar
1. Participles
2. Ablative absolute
E. Culture
1. Pandora’s Box
VIII. Jenney Chapter 4/Lingua Latina Book II Chapters 11-12
A. Essential Questions
1. How has Latin influenced the English language?
2. How has the idea of the flood (or other natural disaster) been used by various
groups throughout history?
3. How does the story of Orpheus play into universal hopes and fantasies about
love and death?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills
C. Mastery level objectives
D. Grammar
1. gerunds
2. gerundives
3. supines
4. passive periphrastic
E. Culture
1. The Great Flood
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2. Orpheus and Eurydice
IX. Jenney Chapter 5 and 11/Lingua Latina Book II Chapter 7
A. Essential Questions
1. How has Latin influenced the English language?
2. How did the story of Proserpina help the people living at the time to make
sense of the world around them?
B. Thinking level objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills.
C. Mastery level objectives
D. Grammar
1. The subjunctive mood
2. Present subjunctive
3. Hortatory subjunctive
4. Jussive subjunctive
5. Indirect question
E. Culture
1. Proserpina
X. Jenney Chapter 6, 7, 9/Lingua Latina Book II Chapter 8
A. Essential Questions
1. How has Latin influenced the English language?
2. Why were the Sibylline Books so important to the Romans for so long?
B. Thinking Level Objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills
C. Mastery Level Objectives
D. Grammar
1. imperfect subjunctive
2. purpose clauses
3. result clauses
4. indirect commands
E. Culture
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1. Tarquinius Superbus and the Sibylline Books
XI. Jenney Chapter 6, 8, 13/Lingua Latina Book II Chapters 8-10
A. Essential Questions
1. How has Latin influenced the English language?
2. How was the institution of slavery in Rome similar to and different from
slavery in the United States?
3. What constitutes “self-defense”?
B. Thinking Level Objectives
1. Students will connect current Latin vocabulary with familiar and unfamiliar
English vocabulary to build word attack skills
C. Mastery Level Objectives
D. Grammar
1. Perfect Subjunctive
2. Pluperfect Subjunctive
3. Fear Clauses
4. Optative Subjunctive
5. Conditions
E. Culture
1. Masters and Slaves
2. Pliny’s letter on the murder of Macedo
XII. RESOURCES
A. Texts
 Traupman, John. Lingua Latina, Book I. Amsco School Publications, 1999.
 Traupman, John. Lingua Latina, Book I. Amsco School Publications, 2001.
 Jenney Jr., Charles, et al. Jenney’s Second Year Latin. Prentice Hall Inc., 1990.
B. Supplements i.e. ancillary materials
 Prior, Richard E. Latin Verb Tense Drills. McGraw-Hill, 2006.
SPANISH I
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COURSE DESCRIPTION
Students with no prior knowledge of Spanish will begin to develop the four basic skills
necessary to communicate in a second language: listening, speaking, reading, and writing.
They will be introduced to the customs, culture, and geography of the Spanish-speaking world
through comparison and contrast with those of native English speakers. Additionally, students
will begin to acquire a sensitivity to and appreciation for the diversity of both their local and
global communities.
PREREQUISITE
None
CONTENT OUTLINE
I. Preliminary Chapter
A. Essential question
1. What are the practical benefits of being multilingual/multicultural?
B. Thinking level objective
1. Rank order the advantages of knowing another language, and defend
your choice of rank.
C. Mastery level objectives
1. Discuss the advantages of knowing another language
2. Discuss Hispanic heritage in the US
3. Identify US cities of Spanish origin
4. Respond to and use phrases relating to school routines
5. Identify ways to best learn Spanish
D. Grammar
1. Alphabet
2. Cognates
3. Numbers 1-10
E. Culture
1. Map of the Spanish-speaking world
2. Famous people
3. Gestures
II. Chapter 1
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A. Essential question
1. If you were a new student on the first day of school in a new country,
what kinds of things would you like to be aware of?
B. Thinking level objective
1. Invent and perform a scenario in which you introduce a new foreign
exchange student to the class
C. Mastery level objectives
1. Greet and respond to greetings
2. Introduce and respond to introductions
3. Ask how someone is, answer how you are
4. Ask and answer how old someone is
5. Ask where someone is from, answer where you are from
6. Express likes and dislikes
7. Identify and locate, on map, Spain and its major geographical features
D. Grammar
7. Punctuation and accents
1. Subjects pronouns I and you (singular familiar form)
2. Use of the verb “ser” in the present tense to indicate origin
3. Forming information questions using how, how many, and from where
4. Singular definite articles
5. Noun gender and agreement
E. Culture
1. Greetings and good-byes
2. First names and saint’s days
3. “Where are you from?”
4. Interpersonal distance
5. Spain
III. Chapter 2
A. Essential question
1. What are the benefits of being well organized?
2. What is the difference between your wants
and needs? What is more important to you?
B. Thinking level objective
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1. (using a picture prompt) In order to make the bedroom more organized,
prioritize what should get removed and what should stay. Justify your
decision.
C. Mastery
1. Expressing wants and needs
2. Describing the contents of your room
3. Discussing what you need and want to do
D. Grammar
1. Indefinite articles
2. Making nouns plural
3. Noun agreement with much and how much
4. Subject pronouns he and she
5. The three types of infinitives
E. Culture
1. The school day in the target country
2. School supply needs
3. Apartments in the target country
4. Spanish currency
5. Spain
IV. Chapter 3
A. Essential question
1. Does a longer school day make a smarter student?
B. Thinking level objectives
1. Design the perfect schedule, ideal including times, courses, and
teachers
C. Mastery level objectives
1. Discussing classes and sequencing events
2. Telling time
3. Telling at what time something happens
4. Talking about being late or in a hurry
5. Describing people and things
6. Expressing likes and explaining why
D. Grammar
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1.
2.
3.
4.
5.
Plural definite articles
Use of the verb “ser” to tell time
Adjective agreement
Tag questions
Possession with “de”
E. Culture
1. Grade scales
2. Student course loads
3. Hora latina
4. Entertainment guide
5. Mexico
V. Chapter 4
A. Essential questions
1. How do cultural pastimes, for example, the Hispanic “el paseo” reflect
climate and social character?
B. Thinking level objectives
1. Compare and contrast your favorite free time activity with the Hispanic
pastime, “el paseo”.
C. Mastery level objectives
1. Discussing what you and others like to do during free time
2. Telling where people and things are
3. Discussing where you and others go during free time
D. Grammar
1. Present tense of regular first conjugation verbs
2. “con, conmigo, contigo”
3. Use of “que”
4. Present tense of “estar”
5. Subject pronouns
6. Present tense of the verb “ir”
7. Use of the definite articles with the days of the week
E. Culture
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1.
2.
3.
4.
5.
6.
Popular sports in Spanish-speaking countries
Greetings in Spanish-speaking countries
Formal vs. familiar uses of the singular subject pronoun “you”
“ El paseo”
School sponsored activities
Mexico
VI. Chapter 5
A. Essential question
1. To what extent are the weather, the time of year, and your weekly
routine related? How does weather affect you?
B. Thinking level objective
1. Using a weather map from Latin America, select 3 cities, compose a
complete weather report for each one, and recommend activities for
those weather conditions.
C. Mastery level objective
1. Discussing how frequently you do things
2. Discussing what you and your friends like to do together
3. Discussing what you do during a typical week
4. Giving today’s date
5. Discussing the weather
D. Grammar
1. Negation
2. Who and whom
3. “Les” and “a ustedes, a ellos, a ellas”
4. Regular second and third conjugation verbs
5. Giving the date in Spanish
E Culture
1.
2.
3.
4.
Getting together with friends
What is a typical week like?
Seasons in South America
Florida
VII. Chapter 6
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A. Essential question
1. What could be the advantages/disadvantages of living in a large,
close-knit family like the Hispanic family typifies?
B. Thinking level objectives
1. Choose one member of a TV family you are familiar with, and critique
him/her, i.e., physical description, contribution to family unit, etc..
C. Mastery level objectives
1. Describing a family
2. Describing people
3. Discussing things a family does together
4. Discussing problems and giving advice
D. Grammar
1. Possessive adjectives
2. Present tense of the verbs “hacer and salir”
3. Present tense of “deber”
4. Present tense of “poner”
5. Understanding “personal a”
E. Culture
1. “ El compadrazgo”
2. Privacy in Hispanic culture
3. “ La familia”
4. Diminutives
5. Florida
VIII.
Chapter 7
A. Essential question
1. What are some good ways of getting to know someone?
B. Thinking level objective
1. Create a written party invitation, exchange with partner, and R.S.V.P.
to each others’ invitations “by phone”.
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C. Mastery level objectives
1. Talking on the telephone
2. Extending and accepting invitations
3. Making plans
5. Talking about getting ready
6. Turning down an invitation and explaining why
D. Grammar
1. e to ie stem-changing verbs
2. “pensar” + infinitive
3. “ ir + a” + infinitive
4. Reflexive verbs
5. Idiomatic expressions using the verb “tener”
E. Culture
1. Common telephone expressions
2. Getting around without a car
3. What do you do to get to know a person?
4. Party invitation
5. Ecuador
IX. Chapter 8
A. Essential question
1. What characterizes a “typical dish”? What factors affect making a
dish “typical” to a region?
B. Thinking level objective
1. Invent a new recipe for un “batido” or un “sorbete”
C. Mastery level objectives
1. Discussing meals and food
2. Commenting on food
3. Making polite requests
4. Ordering dinner in a restaurant
5. Asking for and paying the bill in a restaurant
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D. Grammar
1. Present tense of “encantar” and indirect object pronouns
2. Use of “estar” to discuss how things taste
3. “ Ser” and “estar”
4. “O to ue” stem-changing verbs
5. More idiomatic expressions using the verb “tener”
6. The forms of “otro”
E. Culture
1. Food of the Americas
2. Breakfast in Spanish-speaking countries
3. Lunch in Spanish-speaking countries
4. Dinner in Spanish-speaking countries
5. Typical dishes
6. Calvin and Hobbes comic strip
7. Table manners in Spanish-speaking countries
8. Common Andean dishes
9. Latin American and Spanish tortillas
10. Ecuador
X. RESOURCES
A. Text
 !Ven conmigo! Holt, Rinehart and Winston 2000
B. Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communication Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
C. Audio-Visual Materials
 Ven Conmigo, Audio Compact Discs
 Ven Conmigo, Video Programs
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SPANISH FOR HERITAGE SPEAKERS
COURSE DESCRIPTION
This course is for students who already understand and communicate in Spanish or Portuguese.
As they have already acquired listening and speaking proficiency, emphasis will be on
developing the basic skills of reading and writing. The students will examine customs, culture,
art, literature, and geography of the Spanish-speaking world through comparison and contrast
with those of their native countries, including the United States. This is an accelerated version
of Spanish I (516), with additional readings, films, and writing activities designed to enhance
communicative competence in the four basic skills of listening, speaking, reading, and writing.
PREREQUISITE
Approval of the Principal’s designee.
CONTENT OUTLINE
I.
Unit 1 Theme: Hispanic Art and Artists
A.
B.
C.
Essential question
1. To what extent are art and life related?
Thinking level objectives
1. Create an art gallery demonstrating the relationship between an
artist and the artist’s life.
2. Compare and contrast art of varying genres.
Mastery level objectives
1. Identify various art genres.
2. Discuss refrain “Easier said than done”
3. Read and discuss artist and painting information.
4. Answer comprehension and opinion questions.
5. Describe preferences.
6. Complete sentences using vocabulary.
7. Conjugate present tense regular, stem-change, and irregular
verbs.
8. Use possessive adjectives.
9. Rewrite sentences using adgective agreement.
10. Use correct demonstrative adjective when responding to a
question.
11. Explain the meaning of various idiomatic expressions.
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II.
D.
Grammar
1. Present tense regular verbs
2. Present tense stem-change verbs
3. Present tense irregular verbs
4. Possessive adjectives
5. Adjective agreement
6. Demonstrative adjectives
E.
Culutre
1. Art and life of El Greco
2. Art and life of Velázquez
3. Art and life of Goya
4. Art and life of Picasso
5. Art and life of Dalí
6. Art and life of Frida Kahlo
7. Idiomatic expressions
Unit 2 Theme: Humor
A.
Essential question
1. What does the proverb “Truth is often spoken in jest” mean to you?
2. What do different types of humor look like to you?
B.
Thinking level objectives
1. Compare and contrast the types of humor demonstrated in “Una
carta a Dios” by Gregorio López y Fuente, “El gato de Sevres” by
Marco A. Almazán, and “Signos de puntuación” by M. Toledo y
Benito.
2. Compare and contrast the court system regarding inheritances in
the United States and in Spanish-speaking countries.
3. Debate the importance of using punctuation.
C.
Mastery level objectives
1. Read and discuss “Una carta a Dios,” “El gato de Sevres,” and
“Signos de puntuación.”
2. Complete sentences using vocabulary.
3. Answer comprehension and opinion questions.
4. Illustrate scenes from “Una carta a Dios.”
5. Recall vocabulary and story content.
6. Conjugate reflexive verbs.
7. Use reflexive pronouns.
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8. State the singular and plural formal command forms.
9. State the singular and plural informal command forms.
10. Identify the uses of ser and estar.
11. Convert infinitives to the gerund.
12. Use the present progressive tense.
13. Explain the meaning of various idiomatic expressions.
III.
D.
Grammar
1. Present tense reflexive verbs
2. Formal commands
3. Informal commands
4. Ser vs. Estar
5. Present progressive tense.
E.
Culture
1. Sense of humor in Hispanic literature
2. Idiomatic expressions
Unit 3 Theme: Heroism
A.
Essential question
1. What is a hero?
B.
Thinking level objectives
1. Examine the difference in the Spanish and English language in
regards to the use of the subjunctive tense.
2. Defend which type of deeds are more heroic; those that are
calculated and pre-meditated or those that are the result of impulse
and spontaneity at an unexpected moment.
3. Imagine being the director of a movie based on “El mensajero de
San Martín.” Propose the actors for each role and justify them.
C.
Mastery level objectives
1. Discuss the proverb, “nothing ventured, nothing gained.”
2. Read and discuss “El mensajero de San Martín.”
¡Viva Numancia!,” “Un Heróe,” and “Otro Heróe.”
3. Complete sentences using vocabulary.
4. Answer comprehension and opinion questions.
5. Recall vocabulary and literature content.
6. Use indirect commands.
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7. Conjugate regular and irregular verbs in the present subjunctive.
8. Use the present subjunctive tense in context.
9. Explain the meaning of various idiomatic expressions.
10. Identify the use of the present subjunctive.
IV.
D.
Grammar
1. Indirect commands
2. Regular present subjunctive
3. Irregular present subjunctive
E.
Culture
1. Historical heroic figures in Latin America
2. Heroes in today’s culture
3. Idiomatic expressions.
Unit 4 Theme: The Indian in the Hispanic World
A.
Essential question
1. What does the proverb “Agua que no has de beber, déjala correr”
mean to you?
2. Why do you think this proverb is within this unit about indiginous
peoples?
B.
Thinking level objectives
1. Compare and contrast the experiences of indigenous people and
nonindigenous people in the Hispanic world.
2. Investigate the different groups of Indians of Mexico and
summarize the findings in a power point presentation to the class.
C.
Mastery level objectives
1. Point out locations of Indians on the map of Mexico
2. Read and discuss “La Yaqui Hermosa” by Amado Nervo, “Rosa
Leyes, El Indio” by Alberto Cortez, “Manuel” by Pedro Villa
Fernández, and “El Nahual” by Rigoberta Menchú.
3. Discuss question of justice.
4. Identify and explain quotes from the stories.
5. Complete sentences using vocabulary.
6. Answer comprehension and opinion questions.
7. Recall vocabulary and story content.
8. Use the “personal a” in context.
9. Conjugate preterite tense regular -ar, -er, and -ir verbs.
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10. Use preterite tense regular verbs in sentences.
11. Conjugate spell change verbs in the preterite.
12. Conjugate irregular verbs in the preterite.
13. Use irregular and spell change verbs in the preterite in sentences.
14. Conjugate the imperfect tense.
15. Recognize the three irregular imperfect tense verbs.
16. Use the imperfect tense in context.
17. Explain meaning of various idiomatic expression.
V.
D.
Grammar
1. Personal a
2. Preterite tense
3. Imperfect tense
E.
Culture
1. History and customs of the Indians in Mexico, Guatamala,
Venezuela, and Argentina.
2. Song and poety of the indigenous people.
3. The customs of November 2nd.
Unit 5 Theme: Legends as a reflection of culture
A.
Essential question
1. How do legends reflect culture?
B.
Thinking level objectives
1. Investigate accomplishments, religious beliefs, and superstitions of
the Incas, Aztecs, and Mayans.
2. Compare and contrast ancient religious beliefs and superstitions
with present ones.
3. Create an additional scene to the story “La Camisa de Margarita”
and present it to the class.
C.
Mastery level objectives
1. Discuss what a legend is.
2. Read and discuss “El Lago Encantado,” “La Vieja Del Candilejo” by
Antonio Jiménez-Landi, “La Camisa de Margarita” by Ricardo Palma,
and “La leyenda de Santo Domingo de la calzada.”
3. Complete sentences using vocabulary.
4. Answer comprehension and opinion questions.
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5. Recall vocabulary and story content.
6. Identify the differences between por and para.
7. Choose between por or para to complete sentences.
VI.
D.
Grammar
1. Por vs. Para
E.
Culture
1. The Incan, Mayan, and Aztec traditions.
2. Legends and beliefs of Hispanic civilizations compared with
American.
Unit 6 Theme: Feelings and Passions
A.
Essential question
1. In what ways do your feelings and passions affect your actions?
B.
Thinking level objectives
1. Compare and contrast engagement and wedding customs in the
United States with those in Spanish speaking countries.
2. Relate the poem “Hemos Perdido Aún” to a personal story of lost
love.
3. Compare and contrast Holy Week in Spain with American Easter
celebrations.
C.
Mastery level objectives
1. Read and discuss “El Abanico” by Vicente Riva Palacio, “La Pared”
by Vicente Blasco Ibáñez, “El Arrepentido” by Ana María Matute,
and “Hemos Perdido Aún” by Pablo Neruda.
2. Complete sentences using vocabulary.
3. Answer comprehension and opinion questions.
4. Recall vocabulary and story content.
5. Discuss feelings and passions in various situations.
6. Conjugate the future and conditional tense.
7. Use the future and conditional tense in sentences and paragraphs.
8. Explain false cognates.
9. Explain the meaning of various idiomatic expressions.
10. Discuss Holy Week in Spain.
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VII.
D.
Grammar
1. Future tense
2. Conditional tense
3. False cognates
E.
Culture
1. Holy Week in Spain
2. Idiomatic expressions
Unit 7 Theme: Land and Liberty
A.
Essential question
1. What does freedom mean to you?
B.
Thinking level objectives
1. Apply the expression, “A new broom sweeps clean,” to leadership.
2. Examine to what extremes the oppressed have been driven when
their liberty is threatened.
3. Investigate the social classes of Mexico in 1910.
C.
Mastery level objectives
1. Read and discuss “Una Esperanza” by Amado Nervo, “Mejor que
perros” by José Mancisidor, and “Espuma y nada más” by Hernando
Téllez
2. Complete sentences using vocabulary.
3. Answer comprehension and opinion questions.
4. Recall vocabulary and story content.
5. Discuss the literary concept of irony and give examples.
6. Discuss how the climax of “Una Esperanza” was or was not
expected.
7. Discuss the attitudes of the characters in “Mejor que perros” and
how they each wish to better their lives.
8. Write a journal entry in response to their feelings about the tragic
situation that occurs in “Mejor que perros.”
9. Conjugate verbs in the imperfect subjunctive tense.
10. Use the imperfect subjunctive tense in context.
D.
Grammar
1. Imperfect subjunctive
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E.
VIII.
Culture
1. Social classes of Mexico; past and present
2. The theme of freedom and liberty in Hispanic literature
3. Idiomatic expressions
Unit 8 Theme: The role of women
A.
Essential question
1. What is the role of women in your view?
B.
Thinking level objectives
1. Comprare and contrast the role of women in American society with
that of women in Hispanic society.
2. Discuss the emerging trends in the roles of women in Hispanic
society.
3. Create a presentation of a successful Hispanic women
demonstrating her role in society.
4. Investigate the change of government in Chile in 1973.
C.
Mastery level objectives
1. Discuss the following quotes from José Martí, “Regarding women,
praise or silence,” “a woman demands courtesy and respect,”
“Women represent the nobility of mankind.”
2. Read and discuss “Cartas de Amor Traicionado,” by Isabel Allende,
“Redondillas,” by Sor Juana Inés de la Cruz, and “¿Disciminación o
simplemente tradición?,” by María-Nieves Castillor de Hill.
3. Complete sentences using vocabulary.
4. Answer comprehension and opinion questions.
5. Recall vocabulary and story content.
6. Write a journal entry discussing the measure being taken to assure
women of security and safety and the protection of their rights.
7. Explore world views regarding the similarities and differences in the
roles of men and women in society and how those views are
presented in the media.
8. Identify relative pronouns in context.
9. Use relative pronouns in context.
10. Recognize ordinal numbers.
11. Use ordinal numbers in sentences.
12. Identify the difference in the false cognates honesto and honrado.
13. Define idiomatic expressions.
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IX.
D.
Grammar
1. Relative pronouns
2. Ordinal numbers
3. False cognates
E.
Culture
1. Idiomatic expressions
2. Role of women in Hispanic society
3. Government of Chile
4. Role of women in Hispanic literature
Unit 9 Theme: Imagination and Fantasy
A.
Essential questions
1. How do you explain the unexplainable or the disruption of normal
ocurrences?
2. Why is pretending and letting the imagination fun?
B.
Thinking level objectives
1. Interpret stories of fantasy.
2. Investigate the Argentinian surrealist writer movement of the
1950’s.
3. Illustrate one of the fantasy stories of the unit using your
imaginative interpretation.
4. Compare surrealist literature with surrealist art.
C.
Mastery level objectives
1. Read and discuss “El Leve Pedro” by Enrique Anderson Imbert, the
anonymous story “Un Fantasma Persistente,” “Borges y Yo,” by
Jorge Luis Borges, “Continuidad de los Parques” by Julio Cortázar,
and “La Señorita Julia” by Ana Cortesi – Jarvis.
2. Write a journal entry discussing how the story, “El Leve Pedro,”
could have ended differently.
3. Discuss the dangers of being too set in one’s ways or too extreme in
losing touch with reality.
4. Discuss the line between reality and fiction in literature and film.
5. Recognize idiomatic expressions.
6. Recall story content.
7. Answer comprehension and opinion questions.
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X.
D.
Grammar
1. Revisit the use of preterite vs. imperfect tense in storytelling.
2. Revisit the use of subjunctive vs. future tense in storytelling.
E.
Culture
1. Argentina
2. Surrealism
Unit 10 Theme: Inspiration and Hope
A.
Essential question
1. How do you define success and fullness in your life?
2. What does the proverb, “the sun rises for everyone,” mean to you?
B.
Thinking level objectives
1. Summarize poetry in narrative form.
2. Interpret poetry through music and visual art.
3. Create a booklet demonstrating the poetry and proverbs learned
throughout the year.
C.
Mastery level objectives
1. Read and discuss “Hoy He Nacido” by Amado Nervo, “Llénalo de
Amor” by Amado Nervo, “El Obrero” by Alfonsina Storni, “Rima” by
Gustavo Adolfo Bécquer, and “Anoche Cuando Dormía” by Antonio
Machado.
2. Answer comprehension and discussion questions.
3. Discuss how one develops personal values.
D.
Grammar
1. Use of simile, metaphor, rhyme, and rhythm in poetry.
2. Use of first, second, and third person narration in poetry.
3. Revisit use of present vs. subjunctive tense in poetry.
4. Revisit use of preterite vs. imperfect tense in poetry.
E.
Culture
1. Life of Hispanic poets
2. History as seen through poetry
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XI. Resources
I.
Text
A.
II.
Ancillary materials
A.
B.
III.
Galería de arte y vida; Glencoe 2007
Galería de arte y vida; Activities Workbook
Galería de arte y vida; Student Tape Manual
Audio-Visual Materials
A.
B.
C.
Galería de arte y vida; Audio Compact Disc Program
Spanish Language music CDs
Spoken poetry CDs
SPANISH II
COURSE DESCRIPTION
Students will further develop the skills of listening comprehension, reading authentic literature, and
writing short coherent paragraphs, descriptions and dialogues. An emphasis is placed on encouraging
the speaking skills. Much of the basic structure of the language will be reviewed. Cultural awareness
through interdisciplinary studies of celebrities, events and movements will be further developed. This
year of study is an important step for those intending to continue foreign language study in order to
improve college acceptance requirements.
PREREQUISITE
A successful completion of Spanish I.
CONTENT OUTLINE
I. Chapter 9
A. Essential question
1. Does our clothing reflect our individuality or our conformity?
B. Thinking level objective
1. Write a gift plan for family and friends.
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C. Mastery level objectives
1. Discuss gift suggestions
2. Ask for and give directions downtown.
3. Comment on clothes
4. Make comparisons
5. Express preferences
6. Ask about prices and pay for something
D. Grammar
1. Indirect object pronouns
2. Es/son + de + material or pattern
3. Comparative
4. Demonstrative adjectives
E. Culture
1. Shops in the Spanish-speaking countries
2. Clothing styles in Spain and Latin America
3. Currency in the Hispanic countries
4. San Antonio, Texas
XII. Chapter 10
A. Essential question
1. Why is it important to take time to celebrate important events and
traditions?
B. Thinking level objective
1. Create a puppet show about holiday celebrations
C. Mastery level objectives
1. Talk about what you are doing right now
2. Ask for and give an opinion
3. Ask for help and respond to requests
4. Tell a friend what to do
5. Talk about past event
D. Grammar
1. Present Progressive
2. Informal commands
3. Preterit tense of –ar verbs
4. Direct object pronouns
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E. Culture
1. Una fiesta de quinceanera
2. El Dia del Santo
3. Festivals in the Spanish-speaking countries
4. Wedding celebration in the Latin American countries
5. The significance of the Pinata
XIII.
Chapter 11
A. Essential question
1. What do you do to live well? What does living well mean to you?
B. Thinking level objective
1. Translate a Spanish refran (proverb) and make a poster to illustrate it
C. Mastery level objectives
1. Make suggestions and express feelings
2. Talk about moods and physical condition
3. Say what you did
4. Talk about where you went and when
D. Grammar
1. Reflexive verb sentirse
2. Doler
3. Preterit of jugar
4. Preterit of ir
E. Culture
1. Spanish athletes in baseball
2. Sports practiced in the Spanish-speaking countries
3. Sports played in the United States and Spanish-speaking countries
4. Household remedies in Latin America
5. Puerto Rico
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XIV.
Chapter 12
A. Essential question
1. What is the ideal vacation?
B. Thinking level objective
1. Describe an ideal vacation spot with a collage to enhance the
presentation
C. Mastery level objective
1. Talk about what you do and like to do everyday
2. Make future plans
3. Discuss what you would like to do on vacation
4. Say where you went and what you did on vacation
D. Grammar
1. Stem-changing verbs in the present tense
2. Verbs + infinitives
3. Ser + estar
4. Preterit tense of regular –ar verbs
5. Preterit tense of ir
E. Culture
1. Vacation plans in the Spanish-speaking countries
2. Paradores in the Spanish-speaking countries
XV. Chapter 1
A. Essential question
1 .How does what we like affect who we are?
B. Thinking level objective
1. Create a collage with a description of a person you admire
C. Mastery level objectives
1. Introduce yourself and others
2. Describe people
3. Talk about what you and others do
4. Say what you like and don’t like
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D. Grammar
1. Adjective agreement
2. Present tense of regular verbs
3. Gustar
E. Culture
1. Description of a typical Spanish speaker
2. The monetary unit euro
3. Dinner time in Spain
4. Friendship in the Spanish-speaking countries
5. Lunch place for students in Spain
XVI.
Chapter 2
A. Essential question
1. What insights can be obtained by visiting other countries?
B. Thinking level objective
1. Create a travel brochure of an Hispanic city
C. Mastery level objectives
1. Talk about how you are feeling
2. Make suggestions and respond to them
3. Say if something has already been done
4. Ask for and offer help
5. Describe your city or town
D. Grammar
1. Preterit of regular –ar verbs
2. Present tense of querer and poder
E. Culture
1. Living arrangements of the extended family in the Spanish-speaking
world
2. Spanish –speaking teenagers talk about where they would go to live
anywhere in the world
3. Spanish-speaking countries measure temperature in degrees Celsius
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XVII.
Chapter 3
A. Essential question
1. To what extent do geography/climate influence our routines?
B. Thinking level objective
1. Create a poster depicting activities of a typical school day or weekend
C. Mastery level objectives
1. Talk about your daily routine
2. Talk about responsibilities
3. Complain
4. Talk about hobbies and pastimes
5. Say how long something has been going on
D. Grammar
1. Reflexive verbs and pronouns
2. Vestirse
3. Adverbs
4. Direct object pronouns
5. Hace + amount of time + que + present tense
E. Culture
1. Jobs and daily routines of Spanish-speakers
2. Women’s role in the Spanish household
3. Popular free-time activities among Spanish-speaking teenagers
4. Mexico
VIII. Chapter 4
A. Essential question
1. Do North Americans realize that the term “American” refers to a
person from all the Americas----north, central, and south?
B. Thinking level objective
1. Create an advice column based on questions submitted by classmates
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C. Mastery level objectives
1. Ask for and give opinions
2. Give advice
3. Talk about things and people you know
4. Make comparisons
5. Make plans
D. Grammar
1. Deberias to express you should
2. Uses of ser and estar
3. The use and present forms of conocer
4. Comparison
5. Direct object pronouns
E. Culture
1. Different types of schools in Mexico
2. Plans of higher education in the Latin American countries
3. After-school activities in Spanish-speaking countries
4. The term “American” refers to a person from all the Americas---north, central, and south
SPANISH II HONORS
COURSE DESCRIPTION
The Spanish II Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Spanish. After a quick review of grammar and vocabulary presented in Spanish I,
students will be introduced to more complex structures. Emphasis will be on speaking Spanish
in class as often as possible, writing coherent paragraphs and dialogs with greater accuracy, and
exploring cultural similarities and differences among Spanish speaking countries and the
students’ own cultures. This year of study is an important one for students intending to
continue their study of Spanish in order to enhance their college acceptance opportunities.
Additionally, students will be introduced to pre-AP strategies using required readings from the
Spanish AP Literature reading list. In this way, students will begin to prepare themselves for the
possibility of taking the AP Spanish exam in their senior year.
PREREQUISITES
 A grade of B or higher in Spanish I or the approval of the Principal’s designee
 Summer assignment
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CONTENT OUTLINE
The Spanish II Honors course follows the same content outline as Spanish II. Students will also:
 Study the poems “Rima XI” by Gustavo Adolfo Bécquer and “Dos patrias” by José Marti.
 Complete a research project with powerpoint presentation about a famous Latino, i.e.,
Freida
Kahlo, Hernando Cortes, Federico García Lorca, Antonio Gaudí.
 Learn about cultural topics, such as the Euro, and Bachata.
 Watch La Lengua de la Mariposa, with an overview of the Spanish Civil War to explain
the film’s setting.
SPANISH III
COURSE DESCRIPTION
This course is for students whose interest in Spanish goes beyond fulfilling the language
requirement for college. The four basic skills of listening, speaking, reading, and writing will be
further developed in order to increase communicative competence. Students will review the
basic components of the language that were presented in Spanish II, and the more complex
vocabulary and grammatical concepts will be introduced. Reports, role-play, and general
classroom discussion will enhance oral proficiency, and cultural appreciation through films,
literature, CDs, and Internet research will be explored. The class will be conducted in Spanish
whenever possible.
PREREQUISITE
Successful completion of Spanish II.
CONTENT OUTLINE
I.
Chapter 5
A. Essential question
1. How does following a healthy lifestyle affect the quality of our lives?
B. Thinking level objective
2. Create a fitness program advertised by a fictional health center.
C. Mastery level objectives
1. Discussing fitness and health
2. Telling someone what to do and what not to do
3. Giving explanations
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D. Grammar
1. Preterit tense of "dormir"
2. Preterit of regular -er and -ir verbs
3. Informal commands
4. Irregular informal commands
5. Preterit of “poder”
6. Reflexives with verbs of emotion
E. Culture
1. Student responses about health habits
2. Snack foods in Spanish-speaking countries
3. What do you do to keep fit?
4. Flyers and radio ads
5. Texas
II.
Chapter 6
A. Essential question
1. Do you agree that a good way to get to know another culture is through
its food?
B. Thinking level objective
1. Create a publicity brochure in which they describe their three favorite
restaurants.
C. Mastery level objectives
1. Asking for and giving information
2. Relating a series of events
3. Ordering in a restaurant
D. Grammar
1. Present tense of the verb "saber"
2. "saber" vs. “conocer"
3. Preterit forms of "pedir, servir, traer"
E. Culture
1. How do you get to school?
2. Birthday celebrations San Antonio
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III.
Chapter 7
A. Essential question
1. What can be gained from learning about our ancestors?
B. Thinking level objective
1. Create a time capsule for the future.
C. Mastery level objectives
1. Discussing what you used to do
2. Discussing what you used to like and dislike
3. Describing what people and things were like
4. Using comparisons to describe people
D. Grammar
1. The imperfect tense of -ar, -er, and –ir verbs
2. The imperfect tense of "ir” and “ver"
3. Spelling change of “o” to “u” and “y” to “e” to avoid vowel repetition
4. Imperfect of "ser" to describe people and things
5. The imperfect of "hay"
6. "tan + adjective/adverb + como" for comparisons
E. Culture
1. Lo mejor de lo antiguo
2. Public service in Latin American cities
3. Dichos
4. El merengue
5. El Caribe
IV.
Chapter 8
A. Essential question
1. Why is it important to take time to celebrate important events and traditions?
B. Thinking level objective
1. Design a personal profile depicting and describing students’ interests and
hobbies.
C. Mastery level objectives
1. Describing a past event
2. Explain why you could not do something
3. Reporting what someone said
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D. Grammar
1. Adjectives with -ísimo/a
2. Superlatives
3. Verbs with prepositions
4. Using “mientras" in the past tense
5. Preterit of "decir"
E. Culture
1. El Yunque and el coquí
2. Holidays and festivals in Spanish-speaking countries
3. Ponce es Ponce
V.
Chapter 9
A. Essential question
1. Is it true that “clothes make the man”?
B. Thinking level objective
A. Create a skit which includes asking for/giving directions and help while
shopping, bargaining for objects, and discussing how clothes look and fit.
C. Mastery level objectives
1. Asking for and giving directions
2. Asking for help in a store
3. Discussing how clothes look and fit
4. Bargaining in a market
D. Grammar
1. Formal command using “usted”
2. Formal command using “ustedes”
E. Culture
1. En la ventanilla tres, por favor
2. Clothing and shoe sizes
3. Where do you buy your food?
4. Expressions for shopping
5. Mural art
6. El mercado de Otavalo
7. Los Andes
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VI.
Chapter 10
A. Essential question
1. Why are legends created?
B. Thinking level objective
1. Create a legend involving yourself.
C. Mastery level objectives
1. Setting the scene for a story
2. Continuing and ending a story
3. Discussing the latest news
4. Reacting to news
D. Grammar
1. The preterit vs. the imperfect
2. Preterit of "oír, creer, leer, caerse"
3. Using the preterit and the imperfect when telling a story
4. Preterit of "tener"
E. Culture
1. Weather map of Bolivia
2. A Chilean folk tale
3. An Ecuadorian legend
4. Calvin and Hobbes comic strip
5. La llorona
VII.
Chapter 11
A. Essential question
1. What steps do we need to take to protect our environment?
B. Thinking level objective
1. Create a talk show concerning environmental issues.
C. Mastery level objectives
1. Describing a problem
2. Discussing consequences
3. Expressing agreement and disagreement
4. Discussing obligations and solutions
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D. Grammar
1. Negative words
2. “If” clauses in the present tense
3. Commands using "nosotros"
E. Culture
1. The rain forest
2. El Yunque
3. Environmental programs
4. El medio ambiente
5. San Diego and Tijuana
VIII.
Chapter 12
A. Essential question
1. How do people in Spanish-speaking countries and the United States
spend their summer vacations?
B. Thinking level objective
2. Create an illustrated brochure advertising a vacation resort.
C. Mastery level objectives
1. Exchanging the latest news
2. Discussing where you went and what you did
3. Telling someone what happened
4. Expressing how you feel about people
5. Describing places
6. Saying when you are going to do something
D. Grammar
1. Review of regular and irregular verbs in the preterit tense
2. The subjunctive mood
3. Review of the imperfect tense
E. Culture
1. Baja California
2. End of the school year celebrations
3. Interviews: ¡nos llevamos muy bien!
4. Viaje de curso
5. Calvin and Hobbes comic strip
3. School sponsored activities
4. Mexico
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IX. RESOURCES
A. Text
 !Ven conmigo! Holt, Rinehart and Winston 2000
B. Supplements i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communization Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
 Alternative Assessment Guide
 Practice And Activity Books
 Native Speaker Activity Books
 Exploratory Guide
C. Audio-Visual Materials
 Ven Conmigo, Audio Compact Discs
 Ven Conmigo, Video Programs
SPANISH III HONORS
COURSE DESCRIPTION
The Spanish III Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Spanish. In addition to an intensive review of grammar and vocabulary, the
fundamentals of Spanish history and literature will gradually be introduced. Additionally,
students will practice pre-AP strategies using three required readings from the Spanish AP
Literature reading list. In this way, students will begin to prepare themselves for taking the AP
Spanish exam in their senior year. The class will be conducted primarily in Spanish.
PREREQUISITES


A grade of B or higher in Spanish 1I Honors or the approval of the Principal’s designee
Summer assignment
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CONTENT OUTLINE
The Spanish III Honors course follows the same content outline as Spanish III. Students will
also:
 study the poems Oda a la alcachofa by Pablo Neruda; Yo soy un hombre sincero and
Cultivo una rosa blanca, both by José Martí.
 memorize and recite a poem to the class, along with a visual and an interpretation of
the poem: create an original poem.
 complete a research project with a visual presentation component (Powerpoint, video,
etc.) about an environmental issue.
 Read and analyze the short story, La noche boca arriba by Julio Cortázar
 study Paisaje de otoño from Centro Virtual Cervantes
SPANISH IV
COURSE DESCRIPTION
This course continues to reinforce and expand communicative proficiency skills learned in the
first three years of language study. Although emphasis is on gaining confidence in oral
comprehension and discussion, students will continue to perfect their skills in reading and
writing while making comparisons between the target language and English. Excerpts from
famous literary works will be read and discussed. Videos and other media will be used for
cultural development as well as for making connections with the English, Social Studies, and
Fine Arts disciplines. Through interviews, journal writing, and the Internet students will have
the opportunity to interact with each other and others in Spanish.
PREREQUISITE
Successful completion of Spanish III, and/or teacher recommendation.
CONTENT OUTLINE
I.
Chapter 1
A. Essential question
1. ¿Qué es lo que tienen en común los jóvenes de todo el mundo?
B. Thinking level objective
1. Invent and perform a dialogue in which you introduce yourself, express your
interests and ask someone else for information. Respond to each others
answers using expressions of interest, indifference or displeasure.
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C. Mastery level objectives
1. Express interest, indifference, and displeasure
2. Identify various pastimes
3. Ask for information
4. Describe yourself and others
D. Grammar
1. Review: Present tense of stem-changing verbs
2. Review: Preterite tense
3. Saber and Conocer
4. e instead of y, u instead of o
E. Culture
1. Galicia, Spain
2. Seafood in Galicia
3. Pablo Neruda, La Tortuga
II.
Chapter 2
A. Essential question
1. ¿Qué es una vida sana?
B. Thinking level objective
1. Write to an advice columnist explaining a problem and asking for advice.
Respond to someone else’s letter giving them advice.
C. Mastery level objectives
1. Ask for and give advice
2. Express the causes of stress
3. Talk about taking care of yourself
D. Grammar
1. Review: Informal commands
2. Review: Reflexive verbs
3. Review: The imperfect tense
E. Culture
1. Galicia, Spain
2. The languages of Spain (catalan, euskera, gallego)
3. Social life in Spain
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III.
Chapter 3
A. Essential question
1. ¿Cómo va a ser el futuro?
B. Thinking level objective
1. Create predictions for your life and the world 10 years from now.
C. Mastery level objectives
1. Discuss what has happened
2. Express and support a point of view
3. Use conversational fillers
4. Discuss future events
5. Discuss responsibilities
D. Grammar
1. The present perfect tense
2. Lo que
3. The future tense
E. Culture
1.
2.
3.
4.
IV.
Venezuela
The petroleum industry
Caracas
Luis Britto Barcia, El monopolio de la moda
Chapter 4
A. Essential question
1. Si tengo un problema, ¿cómo encuentro el servicio necesario, y cómo pido
ayuda?
B. Thinking level objective
1. Create a recipe of an authentic Venezuelan dish
C. Mastery level objectives
1. Discuss how food tastes
2. Discuss unintentional events
3. Ask for help and request favors
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D. Grammar
1. SE + indirect object pronoun
2. por vs. para
3. Double object pronouns
E. Culture
1.
2.
3.
4.
5.
6.
V.
Venezuela
“La sobremesa”
Requesting emergency services in a foreign country
Typical Venezuelan dishes
Venezuelan festivals and food
The importance of the potato in the Americas
Chapter 5
A. Essential question
1. ¿Cuáles son las funciones de los mitos y las leyendas en el mundo de
hoy?
B. Thinking level objective
1. Read and interpret an Aztec legend. Understand how it explains a force
of nature.
C. Mastery level objectives
1. Express qualified agreement and disagreement
2. Report what others say and think
3. Discuss hopes and wishes
D. Grammar
1. The impersonal “se”
2. The subjunctive mood to express hopes and wishes
3. Irregular forms in the subjunctive (ser, dar, ir, estar)
E. Culture
1.
2.
3.
4.
5.
6.
7.
Guadalajara, Mexico
La leyenda negra
Aztec hieroglyphics
Los novios, Aztec legend
Quetzalcoatl
Quetzal no muere nunca, Guatemalan myth
El virrey y el aztec legend
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VI.
Chapter 6
A. Essential question
1. ¿Cuál es el papel de las artes en el desarrollo cultural de una persona?
B. Thinking level objective
1. Research and present the masterpieces of a famous artist. Describe
and comment on the masterpieces, give a background of the artist and
make recommendations using the subjunctive.
C. Mastery level objectives
1. Introduce and change a topic of conversation
2. Express what needs to be done
3. Express an opinion
4. Give suggestions and recommendations
5. Turn down an invitation
D. Grammar
1. Definite articles
2. Subjunctive mood after expressions of need
3. Subjunctive mood with recommendations
4. Nosotros commands
E. Culture
1. Mexican muralists
2. Musical instruments of Latin America
3. The art of Orozco and Kahlo
VII.
Chapter 7
A. Essential question
1. ¿Qué es un amigo?
B. Thinking level objective
1. Read and interpret a famous story about love, money and marriage
C. Mastery level objectives
1. Express happiness and unhappiness
2. Comfort someone
3. Make an apology
4. Describe an ideal relationship
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D. Grammar
1. Subjunctive with expressions of feelings
2. Plural reflexive verbs
3. Present perfect subjunctive
4. Subjunctive with unknown or nonexistent
E. Culture
1.
2.
3.
4.
5.
6.
7.
VIII.
Buenos Aires, Argentina
The use of “vos”
Las confiterias in Buenos Aires
La Organización de Estados Americanos (OEA)
The popularity of movie theaters in Buenos Aires
Sports in Argentina
La Camisa de Margarita, Ricardo Palma
Chapter 8
A. Essential question
1. ¿Qué impacto tienen en mi vida los medios de comunicación?
B. Thinking level objective
1. Write a report about a concert for a music magazine.
C. Mastery level objectives
1. Express doubt and disbelief
2. Express certainty
3. Express possibility and impossibility
4. Express surprise
D. Grammar
1. Subjunctive with expressions of doubt and disbelief
2. por vs. para
3. Subjunctive after impersonal expressions
E. Culture
1.
2.
3.
4.
5.
6.
Buenos Aires, Argentina
The use of radio in Latin America
The use of the internet in Argentina
How commercials affect us
“Kioscos” in Latin America
Signos de puntuación, M. Toledo y Benito
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IX.
Chapter 9
A. Essential question
1. ¿Cómo te afectan los estereotipos?
B. Thinking level objective
1. Create an editorial about cultural stereotyping.
C. Mastery level objectives
1. Discuss emotional reactions.
2. Express disagreement.
3. Express an assumption.
4. Create hypothetical statements.
D. Grammar
1. Use of preterite for emotional reactions
2. The subjunctive with disagreement and denial
3. The conditional
E. Culture
1.
2.
3.
4.
5.
6.
X.
New York, New York, U.S.A.
Discuss cultural stereotypes
Spanish speakers in New York City
Cultural impressions
New York and communication
Escena neoyorquina, Jose Martí
Chapter 10
A. Essential question
1. ¿Cómo te defines?
B. Thinking level objective
1. Explore the Hispanic community in New York City
C. Mastery level objectives
1. Discuss accomplishments.
2. Discuss future plans.
3. Express cause and effect.
4. Express intention and purpose.
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D. Grammar
1. The subjunctive after certain conjunctions
2. Verbs used with prepositions
3. Subjunctive with “para que”
E. Culture
1.
2.
3.
4.
5.
6.
XI.
New York, New York, U.S.A.
Puerto Rican influence in New York City
Exploring our cultural heritage and identity
La Sociedad Hispánica de América
El Ballet Hispánico de Nueva Cork
Gringa/Chicana, Maia Chávez Dean
Chapter 11
A. Essential question
1. ¿Cómo podemos resolver los problemas del medio ambiente?
B. Thinking level objective
1. Interpret a fable about the abuse of technology.
C. Mastery level objectives
1. Identify problems and their consequences.
2. Discuss how you would solve a problem.
3. Discuss hypothetical situations.
D. Grammar
1. Past subjunctive in contrary-to-fact “si” clauses
E. Culture
1.
2.
3.
4.
5.
Costa Rica
Government in Costa Rica
Environmental problems in various communities
Ecology in Costa Rica
Las abejas de bronce, Marco Denevi
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XII.
Chapter 12
A. Essential question
1. ¿Cómo será el futuro?
B. Thinking level objective
1. Invent and perform a job interview.
C. Mastery level objectives
1. Discuss former jobs and goals.
2. Discuss future career plans.
3. Give advice about job interviews.
D. Grammar
1. Review: Preterite and imperfect
2. Review: Subjunctive with recommendations
3. Review: Subjunctive with the unknown or nonexistent
4. Review: The conditional and the past subjunctive
E. Culture
1.
2.
3.
4.
5.
XIII.
Costa Rica
Ecotourism in Costa Rica
“La licenciatura” in Latin America
Formality
El árbol de oro, Ana María Matute
RESOURCES
A. Text
 ¡Ven conmigo! Holt, Rinehart and Winston 2000
 Galería de Arte y vida Glenco McGraw Hill 1997
 Repaso National Textbook Company 1997
B. Supplements, i.e. ancillary materials
 Grammar and Vocabulary Workbook
 Lesson Planner
 Activities for Communization Booklet
 Video Guide
 Listening Activities Booklet
 TPR Storytelling Booklet
 Testing Program
 Teaching Transparencies
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Alternative Assessment Guide
Practice And Activity Books
Native Speaker Activity Books
Exploratory Guide
C. Audio-Visual Materials
 Ven Conmigo, Audio Compact Discs
 Ven Conmigo, Video Programs
SPANISH IV HONORS
COURSE DESCRIPTION
The Spanish IV Honors course provides an opportunity for the academically strong student to
work at an accelerated pace in acquiring the skills necessary to achieve communicative
competence in Spanish. In addition to an intensive review of grammar and vocabulary, students
will continue studying the fundamentals of Spanish history and literature begun in Spanish III
Honors in order to prepare themselves for taking the AP Spanish exam in their senior year.
Students will continue to practice pre-AP strategies using four required readings from the
Spanish AP Literature reading list. The class will be conducted primarily in Spanish.
PREREQUISITES
 A grade of B or higher in Spanish III Honors or the approval of the Principal’s designee
 Summer assignment
CONTENT OUTLINE
The Spanish IV Honors course follows the same content outline as Spanish IV. Additionally,
there are weekly presentations where students, either independently or with a partner are
responsible for teaching readings to the class. y creating a PowerPoint and leading a discussion
on that reading. Some of the readings include:
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El delantal blanco, by Sergio Vodanovic
La camisa de Margarita, a legend from Perú
Contiunidad de los parques, By Julio Cortázar
Quetzal no muere nunca, a legend from Guatemala
Brevísima relación de la destrucción de las Indias, by Fray Bartolomé de las Casas
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AP SPANISH LITERATURE
COURSE OVERVIEW
Our school chooses to make AP Spanish Literature a one-year course taken in the senior year,
typically after three or four years of Spanish language study. However, in order to get students
familiar with the AP program early on, and to provide everyone with access to preparation for
AP and other challenging Spanish curricula, they are introduced to one of the required readings
as their summer assignment before entering sophomore year. They continue on with two more
selections during sophomore year, and four more during their junior year. In the summer
before their senior year, rather than an additional assigned reading, students choosing AP
Spanish Literature are required to review these seven readings. At this time, those who for
various reasons did not follow the normal progression of language study are given the chance
to catch up. It is important to stress that these works are discussed and analyzed in detail at the
appropriate chronological time during the school year. In this way, only thirty-one readings are
being introduced for the first time, and students already have a foundational knowledge of the
other seven. This allows for more in-depth coverage of the entire required reading list in the
senior year.
The AP Spanish Literature Course is conducted entirely in Spanish, using original, unabridged
versions of each of the required readings. Students are expected to use only Spanish as well,
and the participation rubric, on which they are graded quarterly, explicitly states as such.
Abriendo puertas: Antología de literatura en español
Dougal Littell/Nextext, 2003) has been purchased for use beginning in the 2007-2008 school
year. As in the past, students will also be given their own copy of each of the works to keep in a
binder so that they will be able to highlight key passages, make notes, and identify and
translate new vocabulary. However, the text will provide the much-needed geographical,
historical, and cultural context, basic information students need in order to explore,
understand, and enjoy the literature. Additionally, the text will provide drills and exercises to
allow students to interact and share their knowledge creatively. The works will be covered in
the same order as they are presented by the College Board, that is, by period and author, as it is
important that students consider each literary text within its particular time frame and
situation, enabling them to trace the history of Spanish prose from the fourteenth century to
modern times. However, twentieth century literature is more appropriately grouped according
to theme.
The objectives of this course are:
 To prepare students to take the AP Spanish Literature examination.
 To introduce students to major, representative works and movements in Spanish
th
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and Latin American literature from the medieval period through the 20 century.
To enable students to acquire the terms and techniques necessary to discuss and
write about literature critically.
To gain the confidence needed to participate meaningfully and enjoyably in a
Spanish literature course in college.
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Teaching Strategies and Student Activities
 Each new work to be read begins with an introduction to the author, facts about his/her
life and other works that are pertinent to the comprehension and enjoyment of the
piece, as well as any historical, cultural, or geographical information that will enhance
the learning experience. For example, before reading “El sur”, students must know that
the protagonist’s accident and accompanying days in and out of consciousness mirror a
similar incident that Borges himself experienced, making this work in part
autobiographical. It also is necessary to provide students with the true geographical
connotation of “El sur” to a native Argentinean, in order for them to grasp the cultural
role the gaucho plays in the story.
 Each passage is followed by activities to encourage discussion and analysis. Students
interchange ideas and compare their personal reactions with one another and the
teacher. Students in small groups create collages, story maps, or character illustrations;
use their knowledge of a text to convert scenes into dialogs; write letters to or between
characters; describe elements in essay form. In these ways they are using their
comprehension skills to review grammar, and to express their own opinions and
experience through written composition and oral discussion.
 Traditionally there is a wide range of capabilities in the class, due mainly to the fact that
there are native and non-native speakers. For this reason, I use a wide variety of
strategies and activities to help “even out the playing field” without having to
compromise the policy of “Spanish only” in the classroom. The students have the
opportunity to read, write, speak, listen, and analyze the works through multi-sensory
activities. Among the strategies I use are “mental imagery” to present descriptions of
characters, setting, etc.; graphic organizers such as Venn diagrams for a
comparing/contrasting exercise; paraphrasing and re-stating; “cheat sheets” on which
students list important information, i.e., themes, literary devices; visual-rich ancillaries,
i.e., maps, video, art, and music.
 This year, we will be moving into a new high school, and students will have access to the
Internet through a language laboratory. This will afford the opportunity for students to
listen to authentic texts being read by the authors themselves or by other native
speakers. Additionally, they will be able to do independent exercises that go along with
the “Abriendo puertas” text, as well as visit other websites listed in the course planner
below.
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Student Evaluation
 I frequently evaluate my students for mastery of the required skills through the
following assessments: short quizzes on the techniques of literary analysis and
vocabulary presented in the works; two practice questions posted on the AP Spanish
Literature Exam website per quarter; written compositions and open response, open
ended, and essential questions; oral presentations and formal group projects; class
participation and informal, small group activities; comprehension and vocabulary
exercises from Abriendo puertas unit, mid term, and final examinations. Students are
aware of how they are being evaluated. In my opening notes at the beginning of the
school year, I give the criteria for student performance through rubrics, check-off lists,
and explicit expectations for working in groups. Additionally, writing assignments are
subject to revisions and re-writes until an acceptable product is achieved. They are also
aware of the “penalty” for using English during class time. Prompt feedback is always
given on both formal and informal assignments.
Course Planner
 The course is broken down by 4 quarters of 9-10 weeks each. Literature of the Medieval
and Golden Age, Nineteenth Century and Twentieth Century are presented
chronologically, followed by the respective major literary movements and periods. The
required readings are then listed, as well as websites that the students are sometimes
required and other times encouraged to visit as part of the various activities and
assessments of the course.
First Quarter
 Repaso de las lecturas de verano
 As the readings were initially presented as far back as two years ago, these activities are
used more as icebreakers and team builders, and as a way for me to verify that students
have reviewed the works over the summer. They take a multiple choice/true-false
objective test, and write three short group essays dealing with any three of the works.
 Obras:
 Martí, José, “Dos patrias”, “Yo soy un hombre sincero”
 Cortázar, Julio, “La noche boca arriba”
 Béquer, Gustavo Adolfo, Rima XI (“Yo soy ardiente, yo soy morena”)
 Neruda, Pablo, “Oda a la alcachofa”
 Rulfo, Juan, “No oyes ladrar los perros”
 Vodanovic, Sergio, El delantal blanco
 Literatura de la Edad Media y del Siglo de Oro
 Introducción a la poesía: intensa, concentrada, escrita en verso
 clasificación, métrica, rima, ritmo, figuras poéticas, tono, lenguaje, tema
 Las clasificaciones del romance español: hístorico, caballeresco, novelesco, lírico
 Obras:
 Anónomo, “Romance de la pérdida de Alhama”
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http.//www.organizacionislam.org.ar/civilil.html
http.//www.Whitman.edu/offices departments/Spanish/tesoros/chap7/text6.html
Anónomo, “Romance del Conde Arnaldos”
García Lorca, Federico, Romancero Gitano (¡ojo! Pertenece al siglo 20)
http.//granadainfo.com/lorca/vegahome.htm
Las siete características de la novela picaresca
Obra:
Anónimo, Lazarillo de Tormes: Tratados 1, 2, 3, y 7
http.//mld.ursinis.edu/˜jarana/Ejercicios/Self-Check/Lazarrillo
http.//www.fh-augsburg.de/˜harsch/hispanica/Cronologia/siglo16
La forma y estilo del soneto
Obras:
Góngora y Argote, Luis de, Soneto CLXVI (“Mientras por competir con tu pelo”)
Vega, Garcilaso de la, Soneto XXIII (“En tanto que de rosa y de azucena”) Quevedo y
Villegas, Francisco de, Heráclito cristiano: Salmo XVII (“Miré los muros de la patria mía”)
http.//www.usc.es/˜quevd/
El uso de la moraleja en Conde Lucanor
Obra:
Don Juan Manuel, Infante de Castilla, Ejemplo XXXV (“Lo que sucedió a un mozo que se
casó con una mujer muy fuerte y muy brava”)
http.//ensayo.rom.uga.edu/filosofos/spain/Juan-Manuel/
Una voz feminina contra los estereotipos
Obras:
Cruz, Sor Juana Inés de la, “En perseguirme, Mundo, ¿qué interesas?”,“Hombres necios
que acusaís”
http.//www.Dartmouth.edu/˜sorjuana/
Sátira social y política
Obra:
Cervantes Saavedra, Miguel de, El ingenioso hidalgo, don Quijote de la Mancha: Primera
parte, Capítulos I,II,III,IV, y VIII
http.//www.cvc.cervantes.es/obref/quijote/
http.//www.csdl.tamu.edu/cervantes/spanish/spanindex.html
Sample Activities for First Quarter
 When studying the critical terms of literary analysis, students work in pairs or groups of
no more than three to create a board game using literary terms. These games are used
periodically throughout the course as a refresher.
 Prepare un juego de mesa usando los términos literarios.
 Piense en una idea general. ¿Cómo será la tabla? ¿Cómo se gana?
 Dibuje y decore la tabla.
 Haga las partes adicionales (tarjetas, etc.)
 Escriba instrucciones usando el mandato formal.
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En algunas obras que ha leído, se refleja un tono religioso, tal vez por una moraleja o
sátira. Escoja DOS de las obras siguientes. Escriba un ensayo comparando el tratamiento
de este tema. Incluya ejemplos de los textos para apoyar sus ideas.
Cervantes, Miguel, El ingenioso hidalgo, don Quijote de la Mancha
http.//wwwcervantesvirtual.com
Anónimo, Lazarillo de Tormes
http.//www.cvc.cervantes.es/obref/rimas/
Don Juan Manuel, Ejemplo XXXV (“Lo que sucedió a un mozo que se casó con una mujer
muy fuerte y muy brava”)
Second Quarter
 Literatura de la Edad Media y del Siglo de Oro (a continuación)
 La exploración del Nuevo Mundo por los españoles: La primera narración mayor
 Obra:
 Núñez Cabeza de Vaca, Álvar, Naufragios: Capítulos XII, XX, XXI, XXII
 Introducción al teatro: tres tipos de obras teatros
 La lucha entre los sexos y la justicia divina
 Obra:
 Téllez, Gabriel (Tirso de Molina), El burlador de Sevilla y convivado
 de piedra
 Literatura del Siglo XIX
 Las raíces del romanticismo
 Obras:
 Heredia, José María, “En una tempestad”
 Espronceda, José de, “Canción del pirata”
 http.//www.Whitman.edu/offices departments/Spanish/tesoros/chap7/text6.html
 Béquer, Gustavo Adolfo, Rima IV (“No digáis que agotado su tesoro”), Rima XI, (Yo soy
ardiente,yo soy morena”), Rima LIII,(“Volverán las oscuras golondrinas”)
 http.//www.xtec.es/˜jcosta/
 http.//www.cvc.Cervantes.es/obref/rimas/rimas/
 El modernismo: “El arte por el arte”
 Obras:
 Darío, Rubén, Cantos de vida y esperanza, VIII (“A Roosevelt”), Cantos de vida y
esperanza: Otros poemas, VI (“Canción de otoño en primavera”), XLI (“Lo fatal”)
 http.//www.Whitman.edu/offices departments/Spanish/tesoros/chap7/text6.html
 Martí, José, “Dos patrias”, “Yo soy un hombre sincero”
 http.//ensayo.rom.uga.edu/filosofos/cuba/marti.index.htm
 Introducción al cuento: narrativo corta, urgente, llamativa
 Tema, ambiente, argumento, personajes, desarrollo, culminación, desenlace, atmósfera,
lenguaje, punto de vista, técnica
 La “tradición” como forma literaria
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Obra:
Palma, Ricardo, “El alacrán de fray Gómez”
Sample Activities for Second Quarter:
 After finishing the unit on the modernist poets, students choose one of the following
two activities to complete. The first gives them the opportunity to critically analyze a
major theme in an entertaining format, while the other allows them to have a little fun
with poetry while practicing literary technique. Additionally, there are specific grammar
points for them to address: 1. Rubén Darío, ever-conscious of the inevitability death in
“Lo fatal”, asks how one can find any reason to enjoy the present. The following activity
addresses this theme:
 Escriba una carta informal a su buen amigo, Ruben Darío para convencerle de que ser
tan pesimista no está bien fundado. Haga referencia específica al lenguaje del poema.
Recuerde usar la forma “tú” con su amigo.
 Usando el poema de José Martí, “Yo soy un hombre sincero” como un “template”,
escriba su propio autorretrato. Cambie solo lo necesario. Por ejemplo, en el verso, “Yo
soy un hombre sincero”, use “yo soy un hombre (una mujer)_________”, llenando el
espacio en blanco con un adjetivo apropiado.
 ¡Esto no es nada fácil! Tenga en cuenta lo siguiente:
 Formas gramaticales, especialmente los adjetivos.
 ¡La rima (asonancia, consonancia) no puede cambiar, tampoo la métrica!
 Tendrá que recitarlo en frente de la clase.
 Crédito extra por recitarlo por memoria
 Doble el crédito extra por cantar su poema a la melodia “Guantanamera”
Third Quarter
 Literatura del Siglo XIX(a continuación)
 El determinismo: la imposibilidad de alterar el destino
 Obras:
 Alas, Leopoldo, “Adiós, Cordera”
 http.//www.Whitman.edu/offices departments/Spanish/tesoros/chap7/text6.html
 Larra, Mariano José de, “Vuelva Ud. mañana”
 http://www.irox.de/larra/index.html
 Pardo Bazán, Emilia, “Las medias rojas”
 Literatura del Siglo XX
 Imágenes étnicas: las ráices culturales del poeta
 Obras:
 Guillén, Nicolás, “Sensemayá”, “Balada de los dos abuelos”
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Voces femininas: tres poemas, dos cuentos, cinco obras poderosas
Obras:
Storní, Alfonsina, Peso ancestral”, “Tú me quieres blanca”
Burgos, Julia de, “A Julia de Burgos”
http.//rprhmate01.upr.clu.edu/espanol/JuliaDeBurgos/Castellanos, Rosario,
Autorretrato” http.//www.columbia.edu/˜gmo9/poetry/rosario/rosario-bio.html Martín
Gaite, Carmen, “Las ataduras”
http.//www.ucm.es/info/especulo/cmgaite/cmg_inde.htm
Allende, Isabel, “Dos palabras”
La común humanidad que nos une
Obras:
Machado, Antonio, “He andado muchos caminos”, “La primavera besaba”, “Caminante,
son tus huellas”
Neruda, Pablo, “Oda a la alcachofa”, Residencia en la Tierra 2 “Walking around”, Veinte
poemas de amor y una canción desesperada Poema 15 (Me gustas cuando callas porque
estás como ausente”
El existencialismo: La lucha entre la fé y el ateísmo
Obras:
Unamuno y Jugo, Miguel de, San Juan Bueno, Mártir
http.//ensayo.rom.uga.edu/antologia/XXE/unamuno/
Sample Activities for Third Quarter
Pablo Neruda’s “Oda a la alcachofa” is presented with no introduction or background
information. The class is divided into groups, and given a piece of the poem and these
instructions ((Recall that this poem was assigned for summer reading, so this activity is
fairly quick and easy.):
Haga una discusión acerca de la imágen que su porción del poem evoca.
Ilustra su porción.
Reúnese con los otros grupos para poner en orden las porciones del poema.
Ahora ponga en orden los dibujos.
Reúnese en grupo otra vez para alistar las técnicas literarias que Neruda usa.
Escoja un representante del grupo para presentar a la clase los resultados de su
discusión.
Comparing/contrasting an American poet/poetry with Latinamerican poet/poetry.
Use un diagrama Venn para comparar el poema “The Road Not Taken” por Robert Frost
con los poemas de Antonio Machado. (I spot check for completed diagrams.)
Ahora, escoja su mejor similaridad/differencia, y añadirlo al diagrama Venn en la
pizarra. (I allow all students the opportunity to contribute to the master Venn Diagram.)
El último paso es escribir una composición usando toda la información en el nuevo
diagrama Venn. (With all students working from the same graphic organizer content,
the lesson becomes more about organizing a compare/contrast essay, an area that can
always use practice.)
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Fourth Quarter
 Literatura del Siglo XX
 Entre padres e hijos
 Obras:
 Quiroga, Horacio, “El hijo”
 Rulfo, Juan, “No oyes ladrar los perros”
 Ulibarrí, Sabine, “Mi caballo mago”
 García Márques, Gabriel, “La siesta del martes”
 http.//www.themodernword.com/authors.html
 El realismo mágico: cuentos fantásticos
 Obras:
 Fuentes, Carlos, Chac Mool
 Cortázar, Julio, “Continuidad de los parques”, “La noche boca arriba”
 García Márquez, Gabriel, “El ahogado más hermoso del mundo”, “Un señor muy viejo
con unas alas enormes”
 Borges,Jorge Luis. “El sur”, “La muerte y la brújula”
 http.//www.themodernword.com/authors.html
 El teatro: puntos de análisis importantes
 clasificación, temas y subtemas, escenificación, trama, personajes, desarrollo,
culminación, desenlace, lenguaje, técnicas dramáticas
 Opresión de la mujer y de las clases
 Obras:
 Vodanovic, Sergio, El delantal blanco
 García Lorca, Federico, La casa de Bernarda Alba
 http.//granadainfo.com/lorca/vegahome.htm
 Sample Activities for Fourth Quarter
 After reading and watching the movie, La casa de Bernarda Alba,
students are asked to think about the symbolism in the names that
García Lorca gave to his characters:
 Los nombres de los personajes juegan un papel importante en La casa de bernarda Alba.
Intenta averiguar el significado de por lo menos cuatro nombres y escribe, desde tu
punto de vista, el torno a las rezones por las cuales Garcí Lorca los eligió. Esté preparado
a compartir sus respuestas con la clase.
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
Students work in pairs to address the great sense of family pride and loyalty that is
inherent in the Hispanic people and their culture. These qualities remain true even in
the most difficult circumstances:
o El padre en “No oyes ladrar los perros” y la madre en “La siesta del martes”
apoyan y defienden a sus hijos, aunque son criminales en los ojos del público. Sin
embargo, aunque comparten el mismo orgullo y lealtad familiar, los dos papás
son de carácter y espíritu diferentes.
o Haga un diálogo entre el “padre” de Juan Rulfo y la “madre” de Gabriel García
Márquez en que platican acerca del fenómeno cultural hispano de orgullo y
lealtad entre padres e hijos aún en la cara de adversidad tremenda. Estarán
actuando su díalogo en frente de la clase mañana.
COURSE # 0537
HISPANIC CULTURE THROUGH FILM
2.5 CREDITS
This course will provide students with an inside look at Hispanic culture through films, videos
and documentaries. There will be analysis, discussion and written critique of selected films from
Spain and Latin America. Four major themes will be addressed while viewing films from Latin
America: Political/Social Change, The Arts, Immigration, The Family. Films are subtitled – no
knowledge of Spanish is required. However, pertinent vocabulary and phrases will be
introduced where applicable. This is an elective course that meets three days during the six day
cycle and does not count towards the foreign language requirement for college.
Prerequisites: none
Essential questions
Why is it important to study not only the language but also the culture of different people?
What are the practical benefits of being multilingual/multicultural?
How is immigration from Latin America changing U.S. society ?
How have immigrants demonstrated their value to the United States?
Thinking level objectives
Students will be able to:
Compare and contrast cultural characteristics of the Hispanic culture with the cultural
characteristics of their own culture.
Analyze examples of how Hispanic films portray the role of the United States or other countries.
Compare, contrast, and present the treatment of important issues in both the Hispanic culture
and their own culture.
Mastery level objectives
Students will be able to:
Identify interactions, patterns of social behavior, social norms, customs, holidays,
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and special events that are typical of the Hispanic culture, and discuss how they
reflect language and cultural perspectives.
Identify artistic styles and cultural characteristics in music, theatre, visual arts, films, videos and
relate these to the language and perspectives of the target culture.
Identify significant political, military, intellectual, and cultural figures and describe how they
shaped the Hispanic culture’s perspectives.
Describe the relationship between social establishments such as schools, religions,
governments, and the perspectives of the Hispanic culture.
1st Quarter:
Political / Social Change
Machuca
In Chile in 1973, as the leadership of socialist president Salvador Allende was coming under fire
from the nation's military leaders and the leaders of several powerful Western nations
(including the United States), many in the country were inspired to address the issues of the
vast gulf between Chile's rich and poor. In the process, political unrest helps spawn and destroy
a friendship between two schoolboys. 120 min. Spanish with English subtitles. (2004) Rated: NR
Voces inocentes/Innocent Voices
The 1980s civil war in El Salvador is seen through the eyes of 11-year-old Chava (Carlos Padilla),
in this intense drama. With his mind sharply focused on his upcoming 12th birthday, when the
government can draft him into the army, the young boy makes a heroic effort to act as "man of
the house" after his father leaves for America. Leonor Varela, Xuna Primus also star. 111 min.
Spanish with English subtitles. (2004) Rated: PG
La historia official/The Official Story
This is a rare political film that transcenda politics with a stirring emotional story of a strongwilled teacher who tries to learn the true identity of her adopted daughter. She lives in blissful
ignorance of the evils perpetrated by her country's government. Over time, however, her
students' rejection of the "official" versions of their history leads her to question things herself.
Suspecting that her adopted daughter may have been the child of a murdered political prisoner,
she attempts to unearth the truth. But her investigation reveals levels of political corruption so
abhorrent that the illusions of her past life are irrevocably shattered. Tautly directed by
Puenzo, The Official Story was a 1985 Oscar-winner for Best Foreign Film, with a riveting
performance by Norma Aleandro. 112 min. Spanish with English subtitles. (1985) Rated: R
El viaje de Carol/Carol's Journey
At the height of the Spanish Civil War, 12-year-old Carol (Clara Lago) is brought from New York
to Spain by her ailing mother so that her family can care for her while her father fights as a
soldier in World War II. The spirited girl comes of age during turbulent times with the help of a
teacher and a local boy whom she befriends. Juan Jose Ballesta, Rosa Maria Sarda also star. 100
min. Spanish with English subtitles. (2002) Rated: PG
Romero
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Romero is a compelling and deeply moving look at the life of Archbishop Oscar Romero of El
Salvador, who made the ultimate sacrifice in a passionate stand against social injustice and
oppression in his country. This film chronicles the transformation of Romero from an apolitical,
complacent priest to a committed leader of the Salvadoran people. Starring: Raul Julia, Richard
Jordan, Ana Alicia. Spanish with English Subtitles. (1989) Rated: PG-13
2nd Quarter: The Arts
El violín/The Violin
An elderly Mexican violinist--along with his son and grandson--becomes involved in the
formation of a peasant's rebellion during the 1970s. Hoping to topple a dictatorial regime by
ingratiating himself to a leader of the military, the old man finds his musical skills surprisingly
useful. Filmed with a nonprofessional cast, the realistic drama stars Angel Tavira, Gerardo
Taracena. 98 min. Spanish with English subtitles. (2005) Rated: PG
El Sistema
El Sistema is a network of children’s and youth orchestras, music centres and workshops in
Venezuela, in which more than 250,000 children and young people are currently learning to
play an instrument. It was set up over thirty years ago by José Antonio Abreu, who was driven
by the utopian vision of a better future. In the dangerous and poverty-stricken shanty towns of
Caracas, Abreu lifts children out of poverty through music, changing both people and
structures. The story is the extraordinary account of a vision that has become reality, as it
shows how Abreu’s astonishing ideas have led the way out of the vicious circle of poverty - and
how the power of music has been able to change the lives of hundreds of thousands of young
people. 65 min. Spanish with English subtitles. (2009) Rated: NR
Buena Vista Social Club
German filmmaker Wim Wenders' documentary follows guitarist/musicologist Ry Cooder on a
trip to Havana and an encounter with some of Cuba's greatest musicians and singers, many of
whom are found living in obscurity, and culminates with the "Club's" aging members giving a
triumphant concert at New York's Carnegie Hall. 105 min. Spanish with English subtitles. (1999)
Rated: G
Frida
The biography of one of Mexico's most prominent, iconoclastic painters charts Frida Kahlo's
(Salma Hayek) life from feisty schoolgirl to Diego Rivera protégée to world-renowned artist in
her own right. Frida details Kahlo's affluent upbringing in Mexico City, and her nurturing
relationship with her traditional mother (Patricia Reyes Spindola) and philosophical father
(Roger Rees). Having already suffered the crippling effects of polio, Kahlo sustains further
injuries when a city bus accident nearly ends her life. But in her bed-ridden state, the young
artist produces dozens upon dozens of pieces; when she recovers, she presents them to the
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legendary -- and legendarily temperamental -- Rivera (Alfred Molina), who takes her under his
wing as artist and political revolutionary. 120 min. (2009) Rated: R
Mad Hot Ballroom
Fun and inspiring, this documentary follows a group of 11-year-old Latino students from
elementary schools in New York City as they learn ballroom dancing. As the kids work on
developing their merengue, rumba, tango, swing, and foxtrot skills in preparation for a citywide
dance tournament, they learn about teamwork and reveal their hilarious--and often poignant-views on the world. 105 min. Spanish with English subtitles. (2005) Rated: PG
3rd Quarter: Immigration
Sin Nombre
Hoping to join relatives in New Jersey, Honduran teen Sayra (Paulina Gaitan) embarks with her
father and uncle on a treacherous journey across Guatemala and Mexico. Is it luck or fate that
brings Sayra and her family into contact with Willy (Edgar Flores), a young Mexican criminal
traveling with a band of thugs robbing desperate innocents trying to reach the U.S.? Searing
drama co-stars Giovanni Florido, Diana Garcia. 96 min. Spanish with English subtitles. (2009)
Rated: R
La misma luna/Under the Same Moon
Millions of Mexican women illegally immigrate to the United States each year, and at least four
million of them leave children behind in Mexico. That statistic is even more heartbreaking when
you realize the life they find when they come here: poor-paying jobs, few legal rights, and a
constant fear that immigration services will arrest or deport them.
La Misma Luna/Under the Same Moon tells the story of a young boy who crosses the border to
find his mother, living in Los Angeles. The movie takes place in a world in which most strangers
mean well and kind hearts win out over harsh reality, but it also takes care to explore the
manifold challenges of simply existing in this country as an illegal immigrant. . 109 min. Spanish
with English subtitles. (2008) Rated: PG
A Day without a Mexican
Based on their mockumentary short of the same name, filmmakers Sergio Arau and Yareli
Arizmendi's satirical, socially charged comedy turns commonly held Latin stereotypes upsidedown by exploring the social, economical and cultural breakdown California would experience if
its entire Mexican population suddenly vanished. Arizmendi stars along with John Getz,
Maureen Flannigan, and Eduardo Palomo. 98 min. (2004) Rated: R
El norte/The North
"El Norte" is an important film on so many levels. It examines the immigrant experience, and it
also takes a critical, uncensored look at the grim, gritty reality of many who come to the United
States, seeking a better life after living in desolate circumstances back home in their native
countries. The refugee brother and sister from Guatemala, portrayed in this film, are an
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intensely beautiful study of a two young people seeking a better life, leaving their trapped
existence, risking life and limb to get here, just to find that the grass isn't always greener on the
other side of the fence. 139 min. Spanish with English subtitles. (1983) Rated: R
4th Quarter: Family
Real Women Have Curves
Heartwarming comedic drama focuses on 18-year-old Ana, a full-figured Mexican-American
living in Los Angeles. While working at a sweatshop with her sister and overbearing mother,
Ana agonizes over her future plans and body image. But when she decides to follow her dreams
and go to college, Ana must confront her mom while learning to accept herself. America
Ferrera, Lupe Ontiveros, George Lopez star. 86 min. English with Spanish subtitles. (2002)
Rated: PG-13
El Bola
Troubled by his violent home life and his abusive father, a 12-year-old boy distances himself
from the other students at his school so that they don't learn about his family problems. But
when he unexpectedly becomes friends with a new classmate, he soon learns just how different
his living environment is from that of his pal's. Powerful drama stars Juan Jose Ballesta, Pablo
Galan, Alberto Jimenez. 87 min. Rated: NR
Bella
After an accident puts an end to his career as a professional athlete, an international soccer star
is forced to take work at his brother's Mexican restaurant in New York City. When he meets a
beautiful waitress there, he becomes immediately smitten. Together, the two begin to
overcome their tragic pasts while getting to know each other. Eduardo Verastegui, Tammy
Blanchard, Manny Perez star. Spanish with English subtitles/Dubbed in English. 91 min. (2006)
Rated: PG-13
WORLD LANGUAGES INSTRUCTIONAL STRATEGIES
 modeling
 direct question & answer
 explanations
 graphic organizers, charts, and outlines
 translations
 descriptions
 Polyvision board
 Language lab activities
 class discussions
 authentic cultural experience
 role-playing
 activators/summarizers
 direct instruction ( lecture )
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indirect instruction ( deduction )
sequencing
internet research
library research
critical thinking
interviews
thinking aloud
cooperative learning activities
highlighting
WORLD LANGUAGES ASSESSMENTS
 teacher generated quizzes/tests
 departmentalized quizzes/ tests
 standardized quizzes/ exams
 content rubric assessments incorporating school-wide rubrics
 lab samples of the 4 basic skills
 pair/group work
 homework
 workbooks/worksheets
 journal peer editing
 dialectical journal writing
 projects and reports
 oral presentations
 open ended questions
 open response questions
 listening comprehension
WORLD LANGUAGES TECHNOLOGICAL SUPPLEMENTS. INTERNET RESOURCES, AND LIBRARY
RESOURCES
 Sony Language Laboratory
 VCR, DVD, CD players
 World Languages Teacher Web pages
 Booklet of Web Sites for tutorial work, research and project based
assignments
 Authentic Net Resources
 Electronic Magazines
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Real Audio and Live Broadcasts
Foreign Newspapers
Online Tours and Virtual Field Trips
Interactive Maps
Foreign Language Cultural Resources
Curriculum Integration Links
Everett Public Library
Everett High School Library
COMMUNITY RESOURCES
 Cultural organizations in the greater metropolitan area
 Cultural Field Trips in the greater metropolitan area
 Community businesses
 Various ethnic groups within the community
ADDITIONAL RESOURCES
 Massachusetts Foreign Language Association
 Eastern Massachusetts Foreign Languages Association
 American Association of Teachers of French
 American Association of Teachers of Italian
 American Association of Teachers of Spanish and Portuguese
 American Classical League
 National Junior Classical League
 American Council of Teachers of Foreign Language
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