World Language
Our World Language Program strives to educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. Students may elect to study Spanish, French, or Chinese, learning to communicate effectively in a variety of situations and for multiple purposes and interacting with others with cultural competence and understanding.
Courses
- Spanish I
- Spanish II
- Spanish III
- Spanish IV
- French II
- French III
- French IV
- ECE French
- Chinese I
- Chinese II and III
Spanish I
Units
- ¡Hola!
- Un rato con los amigos
- ¡Vamos a la escuela!
- Comer en familia
- En el centro
- ¡Bienvenido a nuestra casa!
¡Hola!
- Students prepare a skit in which they introduce themselves to one another.
- Students will use new information and perspectives gained through world language study to expand their personal knowledge of greetings and salutations in the target language.
- Students design a video presentation in which they describe the current weather in a selected Spanish-speaking country.
- Students will use new information and perspectives gained through world language.
Un rato con los amigos
- Students use a writing process to produce a poem that utilizes new adjective vocabulary, noun adjective agreement, and present tense forms of the verb "ser".
- Students exchange opinions in the target language about the likes and dislikes of a latino/a celebrity, including contemporary cultural issues.
- Students also identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
¡Vamos a la escuela!
- In a scenario, students greet new Spanish speaking students, introducing themselves and providing background information about themselves and their school.
- Students provide directions to the gym, cafeteria, and other locations around the school and describe the courses that are available in our school.
- Using new and evolving information and perspectives to demonstrate an understanding of the similarities and differences across cultures, students will compare and contrast their academic schedule with that of a student from Mexico, the Dominican Republic, or Paraguay.
Comer en familia
- Students plan a family reunion, organize breakfast, create menus in the target language, and create seating charts with specific and detailed information about the individual sitting in each seat.
- In small groups simulating a conversation with a nutritionist, students exchange opinions on healthy food choices. Speaking in the target language, students discuss their family eating patterns, the foods they like, healthy meal choices, and the importance of physical activity.
En el centro
- Students engage in research about Mexican and/or Spanish cuisine and develop a flier with the information advertising an upcoming community breakfast, describing the meals and cost in detail.
- In a role play, students enact a scene set in a mall when a small child is separated from a family. In this scene, students meet with authorities, provide important descriptions and details and solicit help.
¡Bienvenido a nuestra casa!
- In a role play involving college roommates, students participate in culturally appropriate exchanges that reflect social amenities such as communicating preferences about furnishing a dorm room.
- Students interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture and utilize various elements of the target language such as verb tense.
- Students prepare a skit in which their Spanish teacher has been invited to their home for dinner.
- Students read and interpret communication their parents have left and describe their dinner preparations in detail in writing.
Spanish II
Units
- Mis amigos y yo
- ¡A conocer nuevos lugares!
- ¡Somos saludables!
- ¡Vamos de compras!
- Cultura antigua, ciudad moderna
Mis amigos y yo
- Students prepare oral presentations and written summaries on topics of current interest in the target language.
- Students create a mini auto-biography in which they describe themselves and three other people (family member, friend, and hero), stating facts about the interests and physical traits of each individual.
¡A conocer nuevos lugares!
- Students exchange information about their personal lives and the lives of their friends, families, and others within their community, describing a favorite trip they took with all relevant details related to their travels.
- Students role-play a scene at customs in an airport, providing authorities with information about luggage, their travels, and their purchases abroad.
¡Somos saludables!
- Students prepare oral presentations and/or written summaries on topics of current interest in the target language.
- In small groups, students play the role of announcers for a school sports team, delivering an ongoing account of the events of the game, using the present progressive tense.
- Using the preterit tense and reflexive verbs, students create a chart depicting their daily schedule on an ideal summer day.
¡Vamos de compras!
- Students exchange opinions on a variety of topics, including issues of contemporary interest in the target and their native cultures.
- Students will role-play buying and selling unique items with vendors, describing the items' unique characteristics and uses. Other students role play vendors, posing questions, and negotiating prices.
Cultura antigua, ciudad moderna
Spanish III
Units
Una vida ocupada
Nos divertimos al aire libre
- Students prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.
- After completing research, students present a skit of an interview in which the director of a youth hostel near a wildlife reserve, campsite or beach is interviewing someone to be in charge of organizing activities for the youth hostel.
- Students use the preterite and imperfect tenses in the skit.
Villancicos
¡Es hora de ayudar!
- Students exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families, and others within their community.
- Students write an advice column for the student newspaper, giving advice on where to travel, what to wear, and what to do on a camping trip.
- Students use commands and impersonal expressions in order to give their advice.
- Students investigate the requirements immigrants need to complete in order to become United States citizens.
- Students write an informative article on what they have learned.
¿Cómo será el futuro?
- Students pose as members of an ecological committee in the Organization of Central American States and identify an environmental problem and describe its causes and consequences.
- Students prepare a proposal with possible solutions to the problem and present their findings in the target language to the rest of the delegates of the ecological committee.
- Students use commands and impersonal expressions with infinitives in this scenario.
Spanish IV
Units
Por un futoro mejor
- Students interpret information regarding topics of personal, community, or world interest. In groups, students choose three common interests related to the economy, environment, education system, technological development, or culture between Central American countries and the United States.
- Students suggest how to promote international collaboration and problem solving related to one of the topics.
- Students present these ideas using the subjunctive mood and impersonal expressions.
Villancicos
Así quiero ser
- Students evaluate the style of communicative interaction in the target language.
- Students write a letter in which they ask for a famous Mexican, Central American, or Caribbean person's collaboration on a community project.
- Students include the subjunctive mood in their letters.
- Students investigate and prepare a report on the life and contributions of a famous Caribbean person, for example, Gloria Estefan, Pedro Martínez, Víctor Rasuk, Celia Cruz, Ricky Martin, Juan Luis Guerra, Roberto Clemente or José Martí.
¿Cómo te entretienes?
- Students produce a range of written work that is coherent, accurate, and representative of a variety of literary styles. Using the conditional tense and unit vocabulary, students write an essay about what they would do if they were president of the United States.
- In small groups, students develop and present project ideas to sponsors that will fund community improvement projects.
- Students use the subjunctive mood and selected sentence patterns identified by the teacher.
¿Dónde vivimos?
- Students exchange information about current and past events as well as aspirations in their personal lives and the lives of their friends, families, and others within their community.
- Students prepare a presentation on the future of their community including its future development, its future needs, its future problems, and possible solutions.
- Students think about business needs, housing, entertainment, tourism, economics, and transportation.
- Students use impersonal expressions with infinitives and the subjunctive mood to give their recommendations.
- Students write their autobiography, answering questions such as, “What have I achieved?” “What events have shaped my experiences?” What have I not done yet that I would still like to do?”
French II
Units
- TPR: Foundation for classroom immersion in T.L.
- Les Numéros et Araignée Gipsy
- Max et les Maximonstres
- La Licorne
- Action de Grâces et Hiver
- Camille et la Ville
- Le Sixième Arrêt: Passé Composé+Futur Simple
- Coup de Boule
TPR: Foundation for classroom immersion in T.L.
Les Numéros et Araignée Gipsy
Max et les Maximonstres
- Students use the large lexicon they have acquired in the TPR phase of learning and apply it to storytelling.
- Students are oriented to the procedures and strategies of describing and storytelling in an open-ended way, guided by the pictures pertaining to an illustrated book.
- Students focus on utilizing vocabulary they have acquired and producing rich, complete sentences as they engage in storytelling.
La Licorne
- Students are engaged in a variety of strategies to develop a strong recognition and usage vocabulary.
- Students dramatize scenes from a text using vocabulary and applying grammatical constructs as specified by the teacher.
- Using a teacher-provided prompt, students write a journal entry related to the text under study.
Action de Grâces et Hiver
- Students practice with the present tense, translating from French to English and English to French.
- Interacting with a slides presentation of non-verbal representations of events, concepts, and key vocabulary in a story, students progress from describing basic aspects of images to retelling and re-creating the story, analyzing, and comparing/contrasting.
- Students individually record their speaking.
Camille et la Ville
Le Sixième Arrêt: Passé Composé+Futur Simple
Coup de Boule
- In the target language, students read about the historical and cultural context of a text. Their translations include unit specific vocabulary and grammar constructs.
- Using a cloze version of a typed transcript of an audio clip, students listen to segments and write the words missing in the cloze text.
- Students develop the use of context clues in translation.
French III
Units
- Comme un Ouragan - French re-immersion
- Le hockey+Imparfait
- Cette année là + Polius
- Ulysse qui voulait voir Paris
- -Astérix et Obélix
- Burundi + Aux Couleurs de l'Afrique
- Nourriture, santé, produits, publicité
Comme un Ouragan - French re-immersion
Le hockey+Imparfait
- In a unit focused on sports and kinesthetic activities, students engage in guided conversations and use unit specific academic vocabulary and grammatical constructs in their conversations.
- Students make strategic use of digital resources to enhance understanding by listening to recordings of audio clips at various speeds and using various audio recording functions to assist in developing fluency in speaking.
Cette année là + Polius
Ulysse qui voulait voir Paris
- Students engage in a novel study, developing effective strategies for comprehension and engaging in discussions about plot, themes, and character development.
- Students use a recording device for group discussion as they summarize, interpret, and connect the story to previous learning.
- Students focus on when to use Passé Composé and Imparfait.
-Astérix et Obélix
- Making strategic use of subtitles in French, students watch segments of a French animated film, discussing what they hear and see.
- Students compare their own translations of film dialogue with what is written in the subtitles.
- In the target language, students discuss the plot, setting, theme, and character development.
Burundi + Aux Couleurs de l'Afrique
- Students focus on practicing and mastering Passé Composé, Imparfait, Futur Proche, and Futur Simple and Conditionnel.
- Students identify grammatical forms in authentic excerpts from novels and stories.
- Students read an article and view a short video about a situation linking school and government in Burundi, then prepare for and engage in a debate about the issues presented.
Nourriture, santé, produits, publicité
French IV
Units
- Comme un Ouragan - French re-immersion
- Le hockey+Imparfait
- Cette année là + Polius
- Ulysse qui voulait voir Paris
- -Astérix et Obélix
- Burundi + Aux Couleurs de l'Afrique
- Nourriture, santé, produits, publicité
Comme un Ouragan - French re-immersion
Le hockey+Imparfait
- In a unit focused on sports and kinesthetic activities, students engage in guided conversations and use unit specific academic vocabulary and grammatical constructs in their conversations.
- Students make strategic use of digital resources to enhance understanding by listening to recordings of audio clips at various speeds and using various audio recording functions to assist in developing fluency in speaking.
Cette année là + Polius
Ulysse qui voulait voir Paris
- Students engage in a novel study, developing effective strategies for comprehension and engaging in discussions about plot, themes, and character development.
- Students use a recording device for group discussion as they summarize, interpret, and connect the story to previous learning.
- Students focus on when to use Passé Composé and Imparfait.
-Astérix et Obélix
- Making strategic use of subtitles in French, students watch segments of a French animated film, discussing what they hear and see.
- Students compare their own translations of film dialogue with what is written in the subtitles.
- In the target language, students discuss the plot, setting, theme, and character development.
Burundi + Aux Couleurs de l'Afrique
- Students focus on practicing and mastering Passé Composé, Imparfait, Futur Proche, and Futur Simple and Conditionnel.
- Students identify grammatical forms in authentic excerpts from novels and stories.
- Students read an article and view a short video about a situation linking school and government in Burundi, then prepare for and engage in a debate about the issues presented.
Nourriture, santé, produits, publicité
ECE French
Units
- Voyage au Centre de la Terre
- Verb tenses-Scaffold and Overview
- Guy de Maupassant
- Enlightenment Theatre
- Multiculturalism in France+Pronouns
- Poésie
- Language Immersion; Current Events+Music
Voyage au Centre de la Terre
- Students respond to text by preparing a skit in which two characters from the reading meet and engage in dialogue.
- Students include vocabulary from the reading in their skits.
- Students create an audio recording of themselves “one-way” speaking, storytelling, summarizing, and commenting upon visual representations that pertain to the reading.
- Students respond to a teacher-created prompt about the reading in their journals.
Verb tenses-Scaffold and Overview
- Students use songs and lyrics to model and analyze the grammatical structures in the unit including the following: si + conditionnel , plus que parfait, futur antérieur, conditionnel antérieur, passé composé, futur simple, futur proche, présent de l'indicatif, passé composé, l'imparfait, and subjonctif.
Guy de Maupassant
Enlightenment Theatre
Multiculturalism in France+Pronouns
Poésie
Language Immersion; Current Events+Music
Chinese I
Units
- Greetings and Introductions
- Family and Home
- Numbers, Shopping
- Mid-Autumn Festival, Chinese New Year
- Chinese Schools
- Months, Dates, Birthdays, Weather
- Environment and Health
- Fashion and Entertainment
- Chinese Foods
- Travel and Tradition
Greetings and Introductions
Family and Home
- Students acquire vocabulary to ask and tell about immediate family members. They create a family tree of immediate and extended family and label the relationships in Chinese.
- Students discuss the similarities and differences between American and Chinese family life and use Google Earth and Google Maps to compare Chinese and American homes.
Numbers, Shopping
Mid-Autumn Festival, Chinese New Year
Chinese Schools
- Students investigate the similarities and differences between education in American schools and Chinese schools, considering class size, curriculum, instructional approaches, and student experiences.
- Students research Chinese students' favorite activities, such as ping pong and badminton, and compare and contrast them to the interests of American students.
Months, Dates, Birthdays, Weather
- Students introduce the months of the year and the dates of the month in Chinese and practice by sharing their birthdays and dates of American holidays.
- Students learn and practice the names of body parts.
- Students compare and contrast the weather and climate in selected areas of the United States and China.
- Students listen to and watch authentic Chinese weather reports and then create their own.
Environment and Health
- Students research the approach to developing a healthy lifestyle in China and compare and contrast daily activities to those in the U.S.
- Students practice and acquire vocabulary related to health. They role-play a visit to the doctor in which they explain aspects of their health and describe various ailments.
Fashion and Entertainment
- Students explore colors and clothing as they relate to everyday life as well as being part of cultural entertainment such as the Beijing Opera.
- Students compare the features of the Beijing Opera to similar American cultural events with which they are familiar.
- They research the Beijing Opera and create a mask to represent a character from one production.
- Students put on a fashion show, describing the colors and items that their classmates are wearing.
Chinese Foods
- Students explore the cuisines and favorite foods of various regions of China, learning the names of common food items.
- In the target language, students engage in a discussion of their favorite Chinese foods.
- Using web based resources, students locate Chinese recipes, decide on one as a class, and learn to cook it.
Travel and Tradition
- Using the "my maps" function of Google Maps, students show where they have been, where they have plans to travel, and where they would like to go someday.
- Students research the current weather for two different places, compare them, and decide what they need to pack if they were to visit the two places.
- Using Google Tour Builder, students create a dream trip to China providing justification for the places they will visit.
Chinese II and III
Units
- Introductions and Recommendations
- City and Environment
- Home and Shopping
- School Life
- Health
- Entertainment and Leisure
- News and Media
- Travel and Custom
Introductions and Recommendations
- In the target language, students develop and practice skills involved in seeking employment and recommending others for employment.
- Students write and perform skits in which they ask for and give personal information, describe their work experience and skills, apply for and interview for a job, provide a recommendation for another individual and describe their work experience.
- Students practice filling out employment forms.
City and Environment
- Students identify and describe the environment and communal facilities. Reviewing resources available in major cities, students collaborate to recommend a cultural facility.
- Conducting research and using local maps, students describe natural and living environments in specified areas of China.
- In the target language, they discuss various methods of transportation, plan an excursion, and describe the distance between two places.
- Students research and create a short presentation on public security.
Home and Shopping
- Students learn the names of common household items. In a role-play, they describe the furnishings and decorations of their houses.
- Students plan an excursion, discussing where to go and what activities to engage in.
- Using unit-specific vocabulary, students invite each other to go shopping, and dialogue about shopping, including discussing gifts, and choosing and presenting gifts.
- Students write and present skits in which they discuss souvenirs and buying souvenirs, and the availability of an item as a souvenir.
School Life
- Students focus on vocabulary acquisition related to school endeavors. In small groups and in the target language, students discuss their high school classes including Chinese.
- Students describe the extracurricular activities offered at school and talk about the school’s sports team and athletic contests.
- Students discuss communicating with pen pals and virtual meetings scheduled in their class with students in China.
Health
Entertainment and Leisure
- Students further extend their oral proficiency and develop their vocabulary with a focus on leisure activities.
- Students discuss life at school and the activities they enjoy at school.
- Students describe the activities they enjoy on the weekend and describe the activities they participate in outdoors.
News and Media
- In small groups, students summarize an important news story that has been reported recently. They discuss social issues that are covered frequently in the media and discuss aspects of the news programming on television.
- Students list the types of reality entertainment available on TV, considering talent shows and entertainment shows featuring musical performances.
- Students compare and contrast selected American songs with selected Chinese songs.
- Students role-play an interview, creating questions and answers.
Travel and Custom
Departments
English
Mathematics
_edited.png)
Science
Social Studies
World Language
Business
Art
Technology Education
Music
Physical Education
Health
Family & Consumer Sciences
