Planned Course Documents

Course:   French 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards     

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for French 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●      Simplify speech and focus on comprehensible input.

●      Teach students to use context cues for comprehension.

●      Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.

●      Incorporate technology to enhance student learning.

●      Present cultures of different French speaking communities.

●      Present grammar formally and then uses communicative activities to improve student proficiency.

●      Use techniques of non-verbal communication and positive reinforcement.

●      Word associations.

●      Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Oral proficiency assessments
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Final Exam (High School Only)

 Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources:

José A. Blanco, Student Textbook, D’accord 1, Vista Higher Learning, Inc., 2015

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019

Other Resources:

Teacher created resources.

Course:  German 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.    

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for German 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●      Simplify speech and focus on comprehensible input.

●      Teach students to use context cues for comprehension.

●      Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.

●      Incorporate technology to enhance student learning.

●      Present cultures of different German speaking communities.

●      Present grammar formally and then uses communicative activities to improve student proficiency.

●      Use techniques of non-verbal communication and positive reinforcement.

●      Word associations.

●      Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam (High School Only)

Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources:

Wolfgang S. Kraft. Student textbook, Deutsch Aktuell 1, EMC Publishing, 2017.

Technology:

i-Culture Passport Digital Resources to accompany the textbook.

Other Resources:

Teacher created resources.

Course:   Spanish 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.    

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Spanish 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●      Simplify speech and focus on comprehensible input.

●      Teach students to use context cues for comprehension.

●      Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.

●      Incorporate technology to enhance student learning.

●      Present cultures of different Spanish speaking communities.

●      Present grammar formally and then uses communicative activities to improve student proficiency.

●      Use techniques of non-verbal communication and positive reinforcement.

●      Word associations.

●      Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam (High School Only)

Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources:

José A. Blanco, Student Textbook, Senderos 1, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2023.

Other Resources:

Teacher created resources.

Course:   French 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards     

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for French 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Oral proficiency assessments
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Final Exam (High School Only)

Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources: José A. Blanco, Student Textbook, D’accord 1, Vista Higher Learning, Inc., 2015

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019

Other Resources: Teacher created resources.

Course:   French 2

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level One. This course will prepare students for the Level Three course, but it is not intended as preparation for the Honors Level Three course. Emphasis continues fostering genuine communicative ability in both written and oral formats. A focus continues self-expression through the continuous practice of grammatical material. The student will gain greater cultural awareness of the language as the curriculum moves through diverse countries.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for French 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: José A. Blanco, Student Textbook, D’accord 2, Vista Higher Learning, Inc., 2015

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019.

Other Resources: Teacher created resources.

Course:   French 2 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course must have demonstrated advanced levels of competency with material learned in Level I. It is a rigorous course which continues and expands the concepts previously presented through analysis, synthesis and evaluation of more advanced grammar and vocabulary. Students will do independent research, present projects for class use, contribute to class discussions in the target language, and complete assignments in a timely manner. Students are expected to respond freely and to be involved in spontaneous language exchanges. A focus continues the cultural heritage and issues of countries of the target language. Students will continue to strive for proficiency in the interpretive, interpersonal, and presentational modes of communication. Students will be assigned regular study tasks which will include oral and written work. Courses are conducted primarily in the target language.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors French 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: José A. Blanco, Student Textbook, D’accord 2, Vista Higher Learning, Inc., 2015

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019

Other Resources: Teacher created resources.

Course:   French 3

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards     

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level Two. In Level Three, the presentation of grammar is accompanied by short, theme-related readings and films. Activities are presented in various formats, from the more directed to the very open-ended, to motivate and challenge students. Students are provided the opportunity to personalize the material and to express their opinions in an enjoyable way. Assignments, oral and written, continue a regular basis. Communication in the target language is highly encouraged.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for French 3.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: José A. Blanco, Student Textbook, D’accord  3, Vista Higher Learning, Inc., 2015.

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019.

Other Resources: Teacher created resources.

Course:  French 3 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.    

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Each unit of the text ends with one or more reading selections related to the theme of the unit. Selections range from letters and comic strips to poems and short stories. Some come from contemporary newspapers and magazines, while others are drawn from literature. These are read by students for global comprehension of content. Students will also have the opportunity to learn about current events and trends in the countries corresponding with the target language by reading authentic printed materials as well as online resources.

Students are provided the opportunity to express their opinion in the target language to provoke meaningful discussion related to the themes of the unit.  Assignments, oral and written, continue a regular basis.  Assessments are designed to measure proficiency in all modes of communication: interpersonal, interpretive, and presentational.  This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for French 3 Honors.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: José A. Blanco, Student Textbook, D’accord  3, Vista Higher Learning, Inc., 2015.

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019.

Other Resources: Teacher created resources.

Course:  French 4 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.    

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

In Honors Level Four, students are encouraged to use spontaneous expression through extensive oral and written practice.  The primary goal is that students continue to gain proficiency in the three modes of communication: interpretive, interpersonal, and presentational.  The course includes use of textbooks emphasizing grammar and vocabulary along with the incorporation of authentic materials such as short stories, newspaper articles, news broadcasts, poetry, music, advertisements, and a multitude of online resources.  Incorporating these authentic materials allows for a more in-depth study of the culture of the target language. Supplementary exercises reinforce student proficiency and help prepare for achievement and proficiency tests as required by some colleges. This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors French 4.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension when reading at advanced levels.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Defining words in the target language and not in English.
• Incorporate technology to enhance student learning.
• Present cultures of different French speaking communities and compare to student’s own community.
• Present more difficult grammar concepts with a variety of tenses and reinforce grammar taught in previous levels.
• Practice activities to prepare for AP Spanish to include making cultural comparisons and participating in simulated               conversations.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: Séverine Champeny, Student Textbook, Imaginez, le français sans frontières, Vista Higher Learning, Inc., 2020.

Technology: Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2020.

Other Resources: Teacher created resources.

Course:  German 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for German 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different German speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam (High School Only)

Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources: Wolfgang S. Kraft. Student textbook, Deutsch Aktuell 1, EMC Publishing, 2017.

Technology: i-Culture Passport Digital Resources to accompany the textbook.

Other Resources: Teacher created resources.

Course:  German 2

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level One. This course will prepare students for the Level Three course, but it is not intended as preparation for the Honors Level Three course. Emphasis continues fostering genuine communicative ability in both written and oral formats. A focus continues self-expression through the continuous practice of grammatical material. The student will gain greater cultural awareness of the language as the curriculum moves through diverse countries.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for German 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different German speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: Wolfgang S. Kraft. Student Textbook, Deutsch Aktuell 2, EMC Publishing, 2017.

Technology: i-Culture Passport Digital Resources to accompany the textbook.

Other Resources: Teacher created resources.

Course: German 2 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course must have demonstrated advanced levels of competency with material learned in Level I. It is a rigorous course which continues and expands the concepts previously presented through analysis, synthesis and evaluation of more advanced grammar and vocabulary. Students will do independent research, present projects for class use, contribute to class discussions in the target language, and complete assignments in a timely manner. Students are expected to respond freely and to be involved in spontaneous language exchanges. A focus continues the cultural heritage and issues of countries of the target language. Students will continue to strive for proficiency in the interpretive, interpersonal, and presentational modes of communication. Students will be assigned regular study tasks which will include oral and written work. Courses are conducted primarily in the target language.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors German 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: Wolfgang S. Kraft. Student textbook, Deutsch Aktuell 2, EMC Publishing, 2017.

Technology: i-Culture Passport Digital Resources to accompany the textbook.

Other Resources: Teacher created resources.

Course:   German 3

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level Two. In Level Three, the presentation of grammar is accompanied by short, theme-related readings and films. Activities are presented in various formats, from the more directed to the very open-ended, to motivate and challenge students. Students are provided the opportunity to personalize the material and to express their opinions in an enjoyable way. Assignments, oral and written, continue a regular basis. Communication in the target language is highly encouraged.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for German 3.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different German speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: Wolfgang S. Kraft. Student Textbook, Deutsch Aktuell 2, EMC Publishing, 2017.

Technology: i-Culture Passport Digital Resources to accompany the textbook.

Other Resources: Teacher created resources.

Course:   German 3 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Each unit of the text ends with one or more reading selections related to the theme of the unit. Selections range from letters and comic strips to poems and short stories. Some come from contemporary newspapers and magazines, while others are drawn from literature. These are read by students for global comprehension of content. Students will also have the opportunity to learn about current events and trends in the countries corresponding with the target language by reading authentic printed materials as well as online resources.

Students are provided the opportunity to express their opinion in the target language to provoke meaningful discussion related to the themes of the unit.  Assignments, oral and written, continue a regular basis.  Assessments are designed to measure proficiency in all modes of communication: interpersonal, interpretive, and presentational.  This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors German 3.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different German speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources: Wolfgang S. Kraft. Student Textbook, Deutsch Aktuell 2, EMC Publishing, 2017.

Technology: i-Culture Passport Digital Resources to accompany the textbook.

Other Resources: Teacher created resources.

Course:   German 4

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

This course is not intended to prepare students for AP Language. In Level IV, the primary goal is to further develop student proficiency in the target language. It also aims to increase the student’s knowledge of more advanced grammar and offer more in-depth study of the culture in the target language. One or more reading selections complete each unit with additional authentic materials, such as newspapers, magazines, and news broadcasts incorporated for global language comprehension. Students are provided the opportunity to personalize the material and to express their opinions on a regular basis. This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for German 4.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources:

Cynthia Chalupa and Heiko ter Haseborg.

Student Textbook: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition. Wayside Publishing, 2017

Technology:

Wayside Publishing: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition, Flex Text and Explorer online resources to accompany textbook.

Course: German 4 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

In Honors Level Four, students are encouraged to use spontaneous expression through extensive oral and written practice.  The primary goal is that students continue to gain proficiency in the three modes of communication: interpretive, interpersonal, and presentational.  The course includes use of textbooks emphasizing grammar and vocabulary along with the incorporation of authentic materials such as short stories, newspaper articles, news broadcasts, poetry, music, advertisements, and a multitude of online resources.  Incorporating these authentic materials allows for a more in-depth study of the culture of the target language. Supplementary exercises reinforce student proficiency and help prepare for achievement and proficiency tests as required by some colleges. This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors German 4.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension when reading at advanced levels.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Defining words in the target language and not in English.
• Incorporate technology to enhance student learning.
• Present cultures of different German speaking communities and compare to student’s own community.
• Present more difficult grammar concepts with a variety of tenses and reinforce grammar taught in previous levels.
• Practice activities to prepare for AP Spanish to include making cultural comparisons and participating in simulated conversations.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week

Resources:

Cynthia Chalupa and Heiko ter Haseborg.

Student Textbook: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition. Wayside Publishing, 2017

 Technology:

Wayside Publishing: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition, Flex Text and Explorer online resources to accompany textbook.

Other Resources: Teacher created resources.

Course:   Advanced Placement German Language and Culture

Standards:  This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities. The course follows the Course Framework on pgs. 12-15 of the  AP German Language and Culture Course and Exam Description from College Board.

Course Description:

AP German Language and Culture is equivalent to an intermediate level college course in German. Students cultivate their understanding of German language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

Measurable objectives to be attained by students:

Skills and learning objectives for the AP German Language and Culture Course can be found on pgs. 19-21 from the AP German Language and Culture Course and Exam Description from College Board.

Instructional Strategies:

Strategies specific to each AP Theme and Skill can be found in the Unit Guides connected with each AP Theme here AP German Language and Culture Course and Exam Description from College Board.

Forms of Assessment to Measure Attainment of Course Objectives:

Course skills will be assessed in a variety of ways which can be found on page 19-21 of the AP German Language and Culture Course and Exam Description from College Board.

Teachers created resources will also be used to assess students such as:

• Vocabulary quizzes
• Content quizzes
• Recorded speech in the form of a Cultural Comparison
• Recorded speech in the form of a Simulated Conversation
• Argumentative Essays
• Email replies
• Multiple Choice quizzes based on reading comprehension, audio comprehension and deciphering a graphic.
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week.

 Resources:

Cynthia Chalupa and Heiko ter Haseborg. Student Textbook: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition. Wayside Publishing, 2017

Technology:

Wayside Publishing: Neue Blickwinkel: Wege zur Kommunikation und Kultur, 2nd Edition, Flex Text and Explorer online resources to accompany textbook.

Other Resources: College Board Website AP Central containing teacher and student resources pertaining to the AP German Language and Culture Exam:

https://apcentral.collegeboard.org/courses/ap-german-language-and-culture/exam

Teacher created resources.

Course:   Latin 1

Standards: This course is aligned to all standards within the following:  Standards for Classical Language Learning.

• Communication: Communicate in a classical language.
• Culture: Gain knowledge and understanding of Greco-Roman Culture.
• Connections: Connect other disciplines and expand knowledge.
• Comparisons: Develop insight into own language and culture.
• Communities: Participate in wider communities of language and culture.

Course Description:

This course introduces students to the Latin language, its grammar, vocabulary, and English word derivation. Students are engaged in motivating activities that develop their ability to use the language. Reading for comprehension and opportunities for oral communication and writing are emphasized. Textbook chapters focus on reading selections, grammatical forms and exercises, mythological and historical characters, word study, derivatives, and Roman life. Students will also become aware of how Latin influences other curricula, such as mathematics, law, and philosophy. Students should expect to be assigned regular study tasks, which may include written and oral work. Individual and group projects are a significant part of the course.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Standards for Classical Language Learning as outlined in the Scope and Sequence for Latin 1.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●        Teach students to use context cues for comprehension.

●        Introduce and reinforce new vocabulary in various ways which include reading and writing activities.

●        Incorporate technology to enhance student learning.

●        Present grammar formally and then use reading and writing interactive activities to improve student proficiency.

●        Use techniques of non-verbal communication and positive reinforcement.

●        Word associations.

●        Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Project Based Assessments (Midterm)
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources: Textbook: B.L. Ullman and Charles Henderson, Jr. Textbook: Latin for Americans, Glencoe Latin 1, McGraw Hill Glencoe, 2007.

Other resources

Teacher Created Resources.

Course:   Latin 2 Honors

Standards: This course is aligned to all standards within the following:  Standards for Classical Language Learning

• Communication: Communicate in a classical language.
• Culture: Gain knowledge and understanding of Greco-Roman Culture.
• Connections: Connect other disciplines and expand knowledge.
• Comparisons: Develop insight into own language and culture.
• Communities: Participate in wider communities of language and culture.

Course Description:

Honors Latin II continues the work of Latin I. More advanced grammar concepts and vocabulary allow the student to read selections describing in-depth Roman life, customs, and achievements that impact modern life. Roman history and mythology are studied through class presentations and discussion. Students are involved in independent research as well as group projects and activities which emphasize increasing oral and written proficiency in the language. Reading for comprehension, critical thinking and writing continue to be emphasized, as does derivative study.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Standards for Classical Language Learning as outlined in the Scope and Sequence for Latin 2 Honors.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●        Teach students to use context cues for comprehension.

●        Introduce and reinforce new vocabulary in various ways which include reading and writing activities.

●        Incorporate technology to enhance student learning.

●        Present grammar formally and then use reading and writing interactive activities to improve student proficiency.

●        Use techniques of non-verbal communication and positive reinforcement.

●        Word associations.

●        Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Project Based Assessments (Midterm)
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Textbook: B.L. Ullman and Charles Henderson, Jr. Textbook: Latin for Americans, Glencoe Latin 1, McGraw Hill Glencoe, 2007.

Other resources

Teacher Created Resources.

Course:   Latin 3 Honors

Standards: This course is aligned to all standards within the following:  Standards for Classical Language Learning

• Communication: Communicate in a classical language.
• Culture: Gain knowledge and understanding of Greco-Roman Culture.
• Connections: Connect other disciplines and expand knowledge.
• Comparisons: Develop insight into own language and culture.
• Communities: Participate in wider communities of language and culture.

Course Description:

Honors Latin III begins with a thorough review of the grammar studied in Levels One and Two. The course continues with more advanced readings and writing, using Latin selections from authors such as Caesar (The Gallic Wars), Pliny (letters), Martial (epigrams), Livy (history), and Ovid (Metamorphoses). Mythology and Roman history, along with derivative study, are expanded. Group and individual projects, both oral and written, remain part of the curriculum.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Standards for Classical Language Learning as outlined in the Scope and Sequence for Latin 3 Honors.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●        Teach students to use context cues for comprehension.

●        Introduce and reinforce new vocabulary in various ways which include reading and writing activities.

●        Incorporate technology to enhance student learning.

●        Present grammar formally and then use reading and writing interactive activities to improve student proficiency.

●        Use techniques of non-verbal communication and positive reinforcement.

●        Word associations.

●        Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Project Based Assessments (Midterm)
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Textbook: B.L. Ullman and Charles Henderson, Jr. Textbook: Latin for Americans, Glencoe Latin 1, McGraw Hill Glencoe, 2007.

Textbook: B.L. Ullman and Charles Henderson, Jr. Textbook: Latin for Americans, Glencoe Latin 2, McGraw Hill Glencoe, 2007.

Other resources

Teacher Created Resources.

Course:   Latin 4 Honors

Standards: This course is aligned to all standards within the following:  Standards for Classical Language Learning

• Communication: Communicate in a classical language.
• Culture: Gain knowledge and understanding of Greco-Roman Culture.
• Connections: Connect other disciplines and expand knowledge.
• Comparisons: Develop insight into own language and culture.
• Communities: Participate in wider communities of language and culture.

Course Description:

Honors Latin IV expands on the knowledge, understandings, and skills students gained earlier in the course sequence.  Specifically, students focus on improving their translation and communication in Latin by reading original and adapted Latin; Latin authors and texts studied in the fourth year include Augustus (Res Gestae), Vergil, (Aeneid), and Ovid (Metamorphoses; Amores).  The study of vocabulary, derivatives, and the nature of linguistics as it relates to English and Latin continues to be an important part of the Latin curriculum in Honors IV. Students continue to investigate Roman culture and history to make comparisons with and analysis of their own culture and history.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Standards for Classical Language Learning as outlined in the Scope and Sequence for Latin 4 Honors.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

●        Teach students to use context cues for comprehension.

●        Introduce and reinforce new vocabulary in various ways which include reading and writing activities.

●        Incorporate technology to enhance student learning.

●        Present grammar formally and then use reading and writing interactive activities to improve student proficiency.

●        Use techniques of non-verbal communication and positive reinforcement.

●        Word associations.

●        Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Project Based Assessments (Midterm)
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Latin V Honors uses the following readers:

Rex E. E. Wallace, Res Gestae Divi Augusti, Publisher: Bolchazy Carducci, 2007.

Thomas Sienkewicz and LeaAnn Osbu, Vergil: A Legamus Transitional Reader, Publisher: Bolchazy Carducci; 2004

Richard A. LaFleur, Love and Transformation: An Ovid Reader, Publisher: Addison Wesley, 1999.

Other resources

Teacher Created Resources.

Course:   Spanish 1

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Throughout Level One, a functional approach is used to emphasize communication skills in everyday life. Instruction focuses on situations such as greeting others, expressing emotions and opinions, and seeking information. Students are engaged in motivating activities that develop their ability to use the language authentically. Spoken and written exercises focus on self-expression.

The program depicts everyday life, such as family and peer relations, and social customs in the countries of the target language. A variety of activities, designed with an emphasis on using the language as well as learning, is based on common situations and help students to become proficient in the three modes of communication: interpretive, interpersonal, and presentational.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Spanish 1.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expressions.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam (High School Only)

Estimated Instructional Time:

Middle School: 40 minutes, 5 days per week

High School: 55 minutes, 5 days per week

Resources:

José A. Blanco, Student Textbook, Senderos 1, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2023.

Other Resources:

Teacher created resources.

Course:   Spanish 2

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level One. This course will prepare students for the Level Three course, but it is not intended as preparation for the Honors Level Three course. Emphasis continues fostering genuine communicative ability in both written and oral formats. A focus continues self-expression through the continuous practice of grammatical material. The student will gain greater cultural awareness of the language as the curriculum moves through diverse countries.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Spanish 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco, Student Textbook, Senderos 2, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com

Other Resources:

Teacher created resources.

Course:   Spanish 2 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course must have demonstrated advanced levels of competency with material learned in Level I. It is a rigorous course which continues and expands the concepts previously presented through analysis, synthesis and evaluation of more advanced grammar and vocabulary. Students will do independent research, present projects for class use, contribute to class discussions in the target language, and complete assignments in a timely manner. Students are expected to respond freely and to be involved in spontaneous language exchanges. A focus continues the cultural heritage and issues of countries of the target language. Students will continue to strive for proficiency in the interpretive, interpersonal, and presentational modes of communication. Students will be assigned regular study tasks which will include oral and written work. Courses are conducted primarily in the target language.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors Spanish 2.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco, Student Textbook, Senderos 2, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2023.

Other Resources:

Teacher created resources.

Course:   Spanish 3

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Students enrolled in this course will have successfully completed Level Two. In Level Three, the presentation of grammar is accompanied by short, theme-related readings and films. Activities are presented in various formats, from the more directed to the very open-ended, to motivate and challenge students. Students are provided the opportunity to personalize the material and to express their opinions in an enjoyable way. Assignments, oral and written, continue a regular basis. Communication in the target language is highly encouraged.

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Spanish 3.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco, Student Textbook, Senderos 3, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2023.

Other Resources:

Teacher created resources.

Course:   Spanish 3 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

Each unit of the text ends with one or more reading selections related to the theme of the unit. Selections range from letters and comic strips to poems and short stories. Some come from contemporary newspapers and magazines, while others are drawn from literature. These are read by students for global comprehension of content. Students will also have the opportunity to learn about current events and trends in the countries corresponding with the target language by reading authentic printed materials as well as online resources.

Students are provided the opportunity to express their opinion in the target language to provoke meaningful discussion related to the themes of the unit.  Assignments, oral and written, continue a regular basis.  Assessments are designed to measure proficiency in all modes of communication: interpersonal, interpretive, and presentational.  This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors Spanish 3.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco, Student Textbook, Senderos 3, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com

Other Resources:

Teacher created resources.

Course:   Spanish 4

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

This course is not intended to prepare students for AP Language. In Level IV, the primary goal is to further develop student proficiency in the target language. It also aims to increase the student’s knowledge of more advanced grammar and offer more in-depth study of the culture in the target language. One or more reading selections complete each unit with additional authentic materials, such as newspapers, magazines, and news broadcasts incorporated for global language comprehension. Students are provided the opportunity to personalize the material and to express their opinions on a regular basis. This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Spanish 4.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

Simplify speech and focus on comprehensible input.

• Teach students to use context cues for comprehension.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities.
• Present grammar formally and then uses communicative activities to improve student proficiency.
• Use techniques of non-verbal communication and positive reinforcement.
• Word associations.
• Enhance meaning through vocal and facial expression.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco, Student Textbook, Senderos 4, Vista Higher Learning, Inc., 2023

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com

Other Resources:

Teacher created resources.

Course:   Spanish 4 Honors

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.       

In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities.

Course Description:

In Honors Level Four, students are encouraged to use spontaneous expression through extensive oral and written practice.  The primary goal is that students continue to gain proficiency in the three modes of communication: interpretive, interpersonal, and presentational.  The course includes use of textbooks emphasizing grammar and vocabulary along with the incorporation of authentic materials such as short stories, newspaper articles, news broadcasts, poetry, music, advertisements, and a multitude of online resources.  Incorporating these authentic materials allows for a more in-depth study of the culture of the target language. Supplementary exercises reinforce student proficiency and help prepare for achievement and proficiency tests as required by some colleges. This course is conducted primarily in the target language.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the ACTFL (American Council of Teachers of Foreign Language) World Readiness Standards as outlined in the Scope and Sequence for Honors Spanish 4.   

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in the World Language Classroom:

• Simplify speech and focus on comprehensible input.
• Teach students to use context cues for comprehension when reading at advanced levels.
• Introduce and reinforce new vocabulary in various ways which include speaking, listening, reading, and writing activities.
• Defining words in the target language and not in English.
• Incorporate technology to enhance student learning.
• Present cultures of different Spanish speaking communities and compare to student’s own community.
• Present more difficult grammar concepts with a variety of tenses and reinforce grammar taught in previous levels.
• Practice activities to prepare for AP Spanish to include making cultural comparisons and participating in simulated conversations.

Forms of Assessment to Measure Attainment of Course Objectives:

• Grammar Quizzes
• Vocabulary Quizzes
• Chapter Tests
• Presentations
• Communicative activities
• Project Based Assessments (Midterm)
• Oral proficiency assessments
• Final Exam

Estimated Instructional Time:

High School: 55 minutes, 5 days per week

Resources:

Jos A. Blanco and C. Cecelia Tocaimaza-Hatch, Student Textbook, Imagina. Español sin barreras. Vista Higher Learning, Inc., 2019

Technology:

Vista Higher Learning PRIME online student resources package located through www.vhlcentral.com, 2019.

Other Resources:

Teacher created resources.

Course:   Advanced Placement Spanish Language and Culture

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards.        In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities. The course follows the Course Framework on pgs. 12-15 of the AP Spanish Language and Culture Course Description from College Board

Course Description:

AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

Measurable objectives to be attained by students:

Skills and learning objectives for the AP Spanish Language and Culture Course can be found on pgs. 19-21 from the AP Spanish Language and Culture Course Description from College Board.

Instructional Strategies:

Strategies specific to each AP Theme and Skill can be found in the Unit Guides connected with each AP Theme here AP Spanish Language and Culture Course Description from College Board.

Forms of Assessment to Measure Attainment of Course Objectives:

Course skills will be assessed in a variety of ways which can be found on page 19-21 of the AP Spanish Language and Culture Course Description from College Board.

Teachers created resources will also be used to assess students such as:

• Vocabulary quizzes
• Content quizzes
• Recorded speech in the form of a Cultural Comparison
• Recorded speech in the form of a Simulated Conversation
• Argumentative Essays
• Email replies
• Multiple Choice quizzes based on reading comprehension, audio comprehension and deciphering a graphic.
• Final Exam

Estimated Instructional Time: High School: 55 minutes, 5 days per week.                                                           

Resources:

Parthena Draggett, Cole Conlin, Max Ehrsham, Elizabeth Millan, Textbook: TEMAS: AP Spanish Language and Culture, Vista Higher Learning, @2020.

AP Spanish Language and Culture Preparation 2020.

Technology:

Vista Higher Learning online SUPERSITE student resources package associated with TEMAS: AP Spanish Language and Culture, located through www.vhlcentral.com

Other Resources: College Board Website AP Central containing teacher and student resources pertaining to the AP Spanish Language and Culture Exam:

https://apcentral.collegeboard.org/courses/ap-spanish-language-and-culture/exam

Teacher created resources.

Course:   Advanced Placement French Language and Culture

Standards: This course is aligned to all standards within the following:  ACTFL Standards: Snapshot of all standards        In short, the standards consist of the “5 C’s,” Communication, Cultures, Connections, Comparisons and Communities. The course follows the Course Framework on pgs. 12-15 of the AP French Language and Culture Course and Exam Description from the College Board.

Course Description:

AP French Language and Culture is equivalent to an intermediate level college course in French. Students cultivate their understanding of French language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

Measurable objectives to be attained by students:

Skills and learning objectives for the AP French Language and Culture Course can be found on pgs. 19-21 from the AP French Language and Culture Course and Exam Description from College Board

Instructional Strategies:

Strategies specific to each AP Theme and Skill can be found in the Unit Guides connected with each AP Theme here AP French Language and Culture Course and Exam Description from College Board.

Forms of Assessment to Measure Attainment of Course Objectives:

Course skills will be assessed in a variety of ways which can be found on pgs. 19-21 of the AP French Language and Culture Course and Exam Description from College Board

Teachers created resources will also be used to assess students such as:

• Vocabulary quizzes
• Content quizzes
• Recorded speech in the form of a Cultural Comparison
• Recorded speech in the form of a Simulated Conversation
• Argumentative Essays
• Email replies
• Multiple Choice quizzes based on reading comprehension, audio comprehension and deciphering a graphic.
• Final Exam

Estimated Instructional Time:  High School: 55 minutes, 5 days per week.

 Resources:

Genevieve Delfosse, Eliane Kurbegov and Parthena Draggett. Textbook: THÈMES: AP French Language and Culture, Vista Higher Learning, 2022.

AP French Language and Culture Preparation 2020.

Technology:

Vista Higher Learning online SUPERSITE student resources package associated with THÈMES: AP French Language and Culture, located through www.vhlcentral.com

Other Resources: College Board Website AP Central containing teacher and student resources pertaining to the AP French Language and Culture Exam:

https://apcentral.collegeboard.org/courses/ap-french-language-and-culture/exam

Teacher created resources