The curriculum review process for the World Language Program was appropriately named "LAUNCHing Languages in the Millennium" when it began in November of 1998. It reflects the changes which have occurred over the last decade in the field of second language instruction. It provides a framework for the design and implementation of a well-articulated, district-wide curriculum. Building on the previous scope and sequence document of the 1970's, this review process moves to a framework model. The framework is an instructional guide which emphasizes goals and objectives, describing not only what students ought to know, but also what they should be able to do. The framework is based on the state and national standards. It supports a proficiency-based curriculum that focuses on speaking, listening, reading, writing, viewing, and performing; but it also includes the study of grammar and literature. The emphasis is on communication, on what students can do with the language, both within and beyond the classroom walls.

This world language framework advocates a shift to "communicative classrooms." Teachers use a variety of instructional strategies, activities and support materials, including technology, to develop students' acquisition of a second language. Students practice their language skills in numerous ways, providing the teacher with various opportunities to assess student progress. Assessment is designed to measure student performance and degree of proficiency. Benchmarks are defined by levels of proficiency, i.e. novice, intermediate and pre-advanced.

Reaching high levels of proficiency for communication in a second language takes time and continued practice. This framework is based upon the findings of current research, which support beginning study of a second language at the earliest age possible, for greater gains, both in pronunciation and in native-like fluency. Two years of a language study at high school do not produce fluent speakers of a second language. As with playing a musical instrument, gaining fluency in another language requires years to refine skills. Students who begin early gain higher levels of proficiency. Two years of language study at the middle school provide students more time to reach higher levels of proficiency at the high school. Second language study in the elementary school, as in the district's Japanese and Spanish immersion programs, maximizes the benefits of getting an "early start."

This curriculum framework also recognizes the district's changing student population within the last decade. There are increasing numbers of students whose heritage language is not English. Over 80 languages are spoken now by district students. This presents the challenge not only of instructing them in English, but also in helping them increase fluency, accuracy and literacy in their heritage language, plus giving them the opportunity to learn yet another language. The scope of our mission has broadened so much that it is no longer appropriate to speak of "foreign" languages. Rather, we must speak of "world" languages, which include native languages spoken at home in Alaska, along with those spoken at the far reaches of the globe.

The World Languages Curriculum Framework thus supports curriculum and instruction which prepares our students linguistically and culturally to live and work harmoniously in multilingual communities at home and around the world.

 

 

Learning a second language:

• enhances brain development;

develops and enhances basic communication and higher order thinking skills;

develops insight into one's own language and culture;

develops a greater understanding of first language, increasing skills across the curriculum; and

promotes awareness, appreciation, and acceptance of other peoples and cultures, as well as of one's own.

Second language learners:

• cross linguistic and cultural boundaries;
• increase understanding of one another, respecting similarities and differences; and
• will be prepared to participate more fully in the global community and marketplace.

 

 

• Second language and culture education is an integral part of the core curriculum.
• Integrated language and culture study prepares students to act with greater awareness of self, other cultures and their relationship to those cultures.
• The ultimate goal of today's world language classroom is meaningful and culturally appropriate communication in another language.
• Language is acquired through extended uninterrupted sequences, beginning in elementary school and continuing through middle and high school.
• A world language program is most successful when it incorporates effective instructional strategies, technologies, and assessment for communicative proficiency.

 

 

 

 

FRAMEWORK - a guide to assist members of the educational community at the local school district level in the design and implementation of a well-articulated, district-wide curriculum. It is also a guide to assist teachers with student instruction and assessment at the classroom level.

CONTENT STANDARD - defines what all students should know and be able to do. The National Standards for Foreign Language Learning (1996) are Communication, Connections, Comparisons, Cultures, and Communities.

PERFORMANCE STANDARD - defines how well students demonstrate competency in a given subject matter.

TARGET LANGUAGE/CULTURE - language/culture of study.

HERITAGE LANGUAGE - first language spoken in the home or part of the students’ family history.

SECOND LANGUAGE ACQUISITION - developing ability in a language by using it in natural, communicative situations.

LANGUAGE PROFICIENCY - the ability to use language for purposeful communication. Proficiency describes what students are able to do with language using the skills of listening, speaking, reading, writing, viewing, and performing. Participating in class discussions, reading literature, playing educational games, giving oral presentations, or watching a video of a news report are examples of purposeful communication in an educational setting.

NOVICE LEVEL - the ability to communicate minimally with learned material. Oral production consists of isolated words and perhaps a few high-frequency phrases.

INTERMEDIATE LEVEL - the ability to create with the language by combining and recombining learned elements, though primarily in a reactive mode; initiate, minimally sustain, and close in a simple way basic communicative tasks; and to ask and answer to questions.

PRE-ADVANCED LEVEL - the ability to handle successfully a majority of simple communicative tasks and social situations. The Pre-Advanced speaker can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still causes hesitation in speaking. There is emerging evidence of connected discourse, particularly for simple narration and description.

REALIA - actual items, objects, manipulatives, artifacts, materials, often authentic or representative of the country where the language is spoken, used for instruction in the world language classroom.

 

 

The emphasis on second language oral proficiency in the last decade has changed the focus of learning and teaching world languages. Teachers are expected to use instructional and assessment strategies which promote communication. Students are expected to reach levels of language proficiency. The chart below defines second language proficiency levels and represents the ACTFL (American Council on the Teaching of Foreign Languages) national proficiency scale.

Each proficiency level describes what the student can do with the language. The number of years required to reach the different levels of proficiency (Novice, Intermediate, Pre-Advanced) varies from student to student and language to language. Therefore, proficiency is a measure of how well students perform; not how long they have studied.

The chart below illustrates the approximate correlation between course and proficiency levels. The chart is a guideline and not all students will advance at the same rate. The rate of progression will vary from student to student and language to language. For example, Japanese and Russian, which have different writing systems, require more time to achieve higher levels of reading and writing proficiency.

 

 

Students who begin their language study in a middle school that offers a two-year sequential program have a greater opportunity to achieve the Pre-Advanced level of proficiency upon graduation. Students who begin their study at the elementary school level have the greatest opportunity to achieve Pre-Advanced or beyond.

* Proficiency levels are representative of the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines (1986):

"The guidelines identify stages of proficiency, as opposed to achievement, and are not intended to measure what an individual has achieved through specific classroom instruction but rather to allow assessment of what an individual can and cannot do, regardless of where, when, or how the language has been learned or acquired; thus the words ‘learned’ and ‘acquired’ are used in the broadest sense."

 

 

 

STANDARD 1.1 INTERPERSONAL

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Novice:

• Students ask and answer simple questions about self, school, and daily life.
• Students exchange information using memorized phrases.

Intermediate: (novice standards, plus the following)

• Students compare, contrast and express opinions and preferences about self, school, and daily life.
• Students gather information, develop ideas and propose solutions to problems related to their school or community.

Pre-Advanced: (intermediate standards, plus the following)

• Students discuss, debate, analyze and support their opinions about current events, historical events and community issues.
• Students discuss, debate, analyze and support their opinions about stories, novels, poetry or other texts.

 

STANDARD 1.2 INTERPRETATIONAL

Students understand and interpret written and spoken language on a variety of topics.

Novice:

• Students comprehend main themes, characters, and ideas in short narratives, children’s stories, fairy tales and anecdotes.
• Students identify familiar people, places and objects from school or personal environment within an oral or written description.
• Students gather basic information from familiar realia such as menus, travel schedules, TV schedules, and calendars.
• Students understand main points from brief written messages or personal notes about familiar topics such as family, school events, and celebrations.

 

 

Intermediate: (novice standards, plus the following)

• Students comprehend main themes and significant details from media and live presentations.
• Students gather more detailed information from target culture realia.
• Students transfer knowledge from other settings to help them comprehend spoken and written messages in the target language.

Pre-Advanced: (intermediate standards, plus the following)

• Students infer meaning from context in oral and written communication.
• Students express understanding of main ideas, significant details, and nuances in written and spoken language.

 

STANDARD 1.3 PRESENTATIONAL

Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Novice:

• Students present short skits, songs, or poetry.
• Students speak and write briefly about familiar topics.
• Students retell stories.

Intermediate: (novice standards, plus the following)

• Students present short plays and skits for school-related events (PTA, talent show).
• Students prepare audio or video projects to share with peers or members of the target culture.
• Students prepare stories or brief written reports about personal or school topics.
• Students summarize plot and identify main characters in literature.

Pre-Advanced: (intermediate standards, plus the following)

• Students perform scenes, interpret poems or present excerpts from topics related to other disciplines.
• Students create stories, poems and short plays based on personal experiences, themes, ideas, and perspectives from the target culture.
• Students select and analyze art and literature from the target culture.
• Students summarize an article or documentary intended for native speakers.
• Students participate in on-line or live debates in the target language.
• Students prepare a research-based analysis of a current event from the perspective of both the US and target cultures.

STANDARD 2.1

Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Novice:

• Students observe and use appropriate verbal and nonverbal behavior among peers and adults.
• Students comprehend and use polite behaviors and basic nonverbal cues in classroom situations.
• Students identify and compare basic similarities and differences between their own culture and the target culture.
• Students use technology to link with target language countries.

Intermediate: (novice standards, plus the following)

• Students comprehend and use simple cultural practices, customs and phrases.
• Students compare and contrast common social conventions, courtesies and nonverbal cues between their own culture and the target culture.

Pre-Advanced: (intermediate standards, plus the following)

• Students comprehend and use more complex cultural practices, customs and phrases.

 

STANDARD 2.2

Students demonstrate an understanding of the relationships between the products and perspectives of the cultures studied.

Novice:

• Students identify, experience and create food, literature and art enjoyed in the target culture.
• Students recognize trends, ideas or perspectives of the target culture.

Intermediate: (novice standards, plus the following)

• Students identify and discuss the cultural significance of everyday objects of the target culture.

Pre-Advanced: (intermediate standards, plus the following)

• Students identify, discuss and explore the relationships between social, economic and political institutions in the target culture.
• Students discuss and analyze various literary genres and fine arts.
• Students explore the relationships between the products, practices and perspectives of the culture.

 

STANDARD 3.1

Students reinforce and further their knowledge of other disciplines through the target language.

Novice:

• Students demonstrate an understanding of the existence of connections between curriculum of the target language and other disciplines in basic skills.

Intermediate: (novice standards, plus the following)

• Students discuss topics from other disciplines in the target language. Students comprehend information from the media of the target language and use this information to further their understanding of other disciplines.

Pre-Advanced: (intermediate standards, plus the following)

• Students present interdisciplinary reports in the target language.

 

STANDARD 3.2

Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.

Novice:

• Students are introduced to vocabulary, gestures and customs unique to the target culture.

Intermediate: (novice standards, plus the following)

• Students use authentic sources from the target culture to prepare presentations on vocabulary, gestures and customs unique to the target culture.

Pre-Advanced: (intermediate standards, plus the following)

• Students use authentic sources from the target culture to prepare presentations on vocabulary, gestures and customs unique to the target culture. Students compare target language research findings in other classroom disciplines.

 

STANDARD 4.1

Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Novice:

• Students are aware of and can identify cognates and words borrowed from other languages, and they pose guesses about why languages might borrow words or share common words.
• Students are aware of formal and informal forms of language in greetings and farewells.
• Students recognize differing grammatical structures.
• Students compare and contrast the sound and writing systems of their own language and the target language.

Intermediate: (novice standards, plus the following)

• Students hypothesize about the relationship among languages based on their knowledge of cognates and similar idioms.
• Students are aware that there are various ways of expressing respect and community status in their own language and in the target language.
• Students’ written and spoken language demonstrates an awareness of grammatical accuracy.

Pre-Advanced: (intermediate standards, plus the following)

• Students recognize both true and false cognates and speculate about word origins.
• Students are aware that phrases and idioms do not translate directly.
• Students recognize how grammatical structure influences meaning in different languages.

 

STANDARD 4.2

Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own.

Novice:

• Students notice and experience basic cultural differences, including gestures, cultural behaviors, toys, games, sports, food, rhymes, songs and folk tales.

Intermediate: (novice standards, plus the following)

• Students are aware that their own culture is one of many.
• Students hypothesize about why certain products, cultural practices, art and media are important in the culture studied.

Pre-Advanced: ( intermediate standards, plus the following)

• Students identify and analyze the relationship in the target culture between cultural perspectives and each of the following: products, cultural practices, art and media. They also compare and contrast these with their own culture.
• Students hypothesize about the origin of idioms.
• Students compare nuances of word meanings and expressions in both the target culture and their own.
• Students compare and analyze the varying levels of formality in the target culture and their own.

 

  

STANDARD 5.1

Students use the language both within and beyond the school setting.

Novice:

• Students learn about and participate in age-appropriate cultural activities.
• Students are aware of and participate in traditional events of the target culture presented by the local community.
• Students use technology to link with target language countries.
• Students seek cultural connections or personal interests that could develop into a career or hobby.

Intermediate: (novice standards, plus the following)

• Students apply language in social situations outside of school when meeting a speaker of the target language.

Pre-Advanced: (intermediate standards, plus the following)

• Students spontaneously use cultural practices and customs correctly in a social setting.

 

STANDARD 5.2

Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Novice:

• Students experience the products of a culture such as songs, literature and artwork enjoyed by their peer group in the target culture.

Intermediate: (novice standards, plus the following)

• Students become familiar with products of a culture such as songs, literature and artwork enjoyed in the target culture.

Pre-Advanced: (intermediate standards, plus the following)

• Students derive personal enjoyment from songs, literature and artwork. This enjoyment is intrinsically motivated.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FRENCH

French I (Novice low)

Grade level 9-12. Two Semesters

Prerequisite: None

Students learn to exchange information in simple terms about topics relating to themselves, their family, and their leisure activities in French. They will be introduced to the culture of French-speaking countries and regions. The emphasis is on vocabulary development and elementary grammatical structures. The main goal of this course is to progress toward a novice-level ability in using French in school and the community.

French II (Novice mid)

Grade level 9-12. Two Semesters.

Prerequisite: French I

Building on what was learned in Level I, students expand their ability to speak, read, write, and listen in French. The emphasis is on continued vocabulary development and the acquisition of additional simple grammatical structure. There will be many opportunities to converse and write stories in French about familiar topics. Students begin applying their French language skills to communicate in basic real-life situations. They also continue to learn about the culture of French-speaking people. The goal of this course is for students to function at a mid-novice to high-novice level of proficiency.

French III (Novice high to Intermediate low)

Grade level 9-12. Two Semesters

Prerequisite: French II

Students exchange information and begin to share opinions about themselves, their school and community. They expand their vocabulary and learn increasingly complex grammatical structures needed for more sophisticated communication. Students use technology and media to gather cultural information and learn about current events. This course is tailored to the low-intermediate level of proficiency in French.

French IV (Intermediate mid to Intermediate high)

Grade level 9-12. Two Semesters

Prerequisite: French III

Building on what was learned in Level III, students work with an increasing number of authentic listening and reading materials. They learn to describe, explain, summarize, and express opinions in detail. Students can discuss current events and give topical cultural reports in French. Emphasis will be on learning idiomatic expressions and more detailed grammatical concepts. The goal for this course is for students to be able to function at a mid-intermediate to high-intermediate level of proficiency.

French V (Intermediate high to Pre-Advanced)

Grade level 9-12. Two Semesters

Prerequisite: French IV

Students continue their development of communication skills through various media, which may include literature, art, music, film, history or current events. This can be an individualized course defined by student needs and interest in French. The goal for this course is to meet the students’ desires to advance in their acquisition of communication skills, cultural understanding and personal growth.

AP French Language (Pre-Advanced)

Grade level 9-12. Two Semesters

Prerequisite: French V

Students who are capable and interested in a college-level course and/or gaining advanced standing in college further their language study through this course. Although not required, the goal of the course is to be able to succeed on the AP Language Exam given in May.

 

GERMAN

German I (Novice low)

Grade level 9-12. Two Semesters

Prerequisite: None

An introduction to the German Language and culture. The emphasis is on listening with understanding, speaking with clarity, reading and writing. Instruction begins with situation dialogues. Deductive analysis is used to lead to grammatical principles, but the emphasis is on vocabulary development. Students in this course learn to exchange information in simple terms about everyday experiences. Students identify the countries where German is spoken, as well as current events in those countries.

German II (Novice low to Novice high)

Grade level 9-12. Two Semesters

Prerequisite: German I

Emphasis is on further vocabulary development and includes increased writing practice. Additional points of grammar are introduced. Students begin supplementary reading outside of class. Students give oral reports and refine their discussions of their daily lives. Students continue to learn about the culture of the German people, which may include famous figures from history as well as aspects of modern life in Germany, which could include sports or entertainment personalities and popular pastimes. Current events in the German speaking world are discussed.

German III (Novice high to Intermediate mid)

Grade level 9-12. Two Semesters

Prerequisite: German II

Continues to develop and perfect the four skills: listening, speaking, reading and writing with more emphasis on German literature, history and culture. Grammatical elements are reviewed on a more advanced level and are incorporated into conversations and compositions on a broad spectrum of topics.

German IV (Intermediate mid to Intermediate high)

Grade level 9-12. Two Semesters

Prerequisite: German III

Increased emphasis is placed on reading and writing communication. Concentration may be directed toward reading and discussing German literature from classical material to contemporary works. Main events of German history may be covered as well as one or more interdisciplinary thematic units.

German V (Intermediate low to Pre-Advanced low)

Grade level 9-12. Two Semesters

Prerequisite: German IV

This is an individualized course designed to strengthen grammatical weaknesses and perfect oral skills. Materials are selected according to student interest. Advanced placement programs are possible at this level.

Advanced Placement German (Intermediate mid to Pre-Advanced)

Grade level 9-12. Two Semesters

Prerequisite: German IV or teacher recommendation

The goal of this course is to prepare each student to take the annual AP German Language Exam. Designed to provide students with an opportunity to develop their proficiency skills in comprehension, reading, writing, and speaking at a much higher level. Students will be challenged with written essays, impromptu and planned oral presentations, reading of a variety of texts, and listening and viewing comprehension of oral texts.

 

JAPANESE

Japanese I (Novice low to Novice mid)

Grade Level: 9-12. Two Semesters

Prerequisite: None

The emphasis of this course is on the ability to communicate orally, emphasizing vocabulary development and basic language functions. The two kana syllabaries, hiragana and katakana, along with some basic characters, are taught in this course. Students will use the language to exchange information about topics relating to themselves, their families, and their leisure activities. A general introduction to Japanese culture is also integrated throughout the course.

Japanese II (Novice high)

Grade Level: 9-12. Two Semesters

Prerequisite: Japanese I

This course builds on the study of basic vocabulary and grammatical structures from Japanese I. In the area of written communication, utilization of Kana (hiragana & katakana) continues. Approximately 25-50 kanji (Chinese characters) are also introduced. Students will use the language to exchange information about topics relating to geography, friends, weather, seasons, and lifestyles. Students participate in dialogues about familiar situations and use less simple patterns. They read familiar material and write short, directed compositions. Japanese customs, beliefs, & aspects of contemporary and traditional culture are also integrated throughout this course.

Japanese III (Novice high to Intermediate low)

Grade Level: 9-12. Two Semesters

Prerequisite: Japanese II

Students continue to develop proficiency in listening, speaking, reading, and writing. They expand their vocabularies and learn more complex language functions to communicate in more sophisticated ways. Oral and written tasks will integrate Level I and Level II topics, with a wider array of communicative topics. Consistent will all topics, students negotiate conversations, engage in limited discourse, and demonstrate socio-cultural appropriateness. Students demonstrate an ability to recognize and produce an additional 25-50 kanji (Chinese characters). Topics related to Japan’s history, contemporary and traditional culture, as well as current events are integrated throughout this course.

Japanese IV (Intermediate low to Intermediate mid)

Grade Level: 9-12. Two Semesters

Prerequisite: Japanese III

Students develop more sophisticated communication skills and refine their reading and writing skills. In writing and reading, the number of kanji is increased. Students write short compositions based on individual experiences or reading material, and making oral or written presentation on assigned topics. Cultural topics, such as a survey of Japanese history, are integrated throughout this course.

Japanese V (Intermediate)

Grade Level: 9-12. Two Semesters

Prerequisite: Japanese IV

Students continue the study of the Japanese language by completing the study of basic grammar, by learning new vocabulary, and by preparing creative works in writing. They progress to use more complex sentences using abstract vocabulary. Reading selections of increased difficulty will be incorporated for readings and discussions. In writing and reading, the number of kanji (Chinese characters) increases. Cultural topics, such as the relationship of people with nature, the conduct of business, major historical events, and the ties with the United States, are integrated throughout this course.

 

JAPANESE IMMERSION

Japanese for Fluent Speakers I

Grade Level: 9. Two Semesters?

Prerequisite: Participation in the Japanese Immersion Program Grades 1-8, or teacher recommendation

This course uses students’ broad vocabulary base, proficiency with basic communicative structures, and mastery of the hiragana and katakana syllabaries, as well as several hundred kanji (Chinese characters) to focus on oral communication. Students will apply familiar grammar functions to new communicative tasks, as well as cement proper usage of latent grammar function skills. Students will use new vocabulary and grammar functions to learn about and express opinions about topics such as tourism in Alaska, Japanese vs. American peers, and Japanese customs and beliefs. Both oral and written communication will be conducted exclusively in Japanese.

Japanese for Fluent Speakers II

Grade Level: 10. Two Semesters

Prerequisite: Japanese for Fluent Speakers I, or teacher recommendation

This course builds on students’ ability to use the basic communicative structures presented in JFS 1/2. JFS 3/4 emphasizes continued vocabulary development and development of communicative functions to enhance oral communication skills. Kanji (Chinese characters) for production and recognition are increased. The themes of tradition vs. change and comparative cultures are used to learn about topics such as: images in the Japanese media, sumo, and the role of family. Students use a variety of written and oral resources to learn and express their opinions about various topics. Both oral and written communication will be conducted exclusively in Japanese.

Japanese for Fluent Speakers III

Grade Level: 11-12. Two Semesters?

Prerequisite: Japanese for Fluent Speakers II, or teacher recommendation

This course builds on the vocabulary, grammatical structures, and socio-cultural understanding presented in JFS 3/4. JFS 5/6 emphasizes continued vocabulary development and development of communicative functions to enhance oral communication skills. Kanji (Chinese characters) for production and recognition are increased. Students use Japanese to deepen their understanding of Japanese history, with specific focus on the Heian period, the Meiji period, World War II(the road to war, Pearl Harbor, Hiroshima, Japanese Internment, the changing perceptions of Japan’s war involvement), and modern Japan & its ties with the US. Students use a variety of written and oral resources to learn and express their opinions about various topics. Both oral and written communication will be conducted exclusively in Japanese.

Japanese for Fluent Speakers IV

Grade Level: 11-12. Two Semesters

Prerequisite: Japanese for Fluent Speakers III, or teacher recommendation

This course builds the vocabulary, grammatical structures, and socio-cultural topics presented in JFS 5/6. JFS 7/8 emphasizes continued vocabulary development and development of communicative functions to enhance speaking, listening, reading, and writing communication skills. Kanji (Chinese characters) for production and recognition are increased. Students use Japanese to learn about Japanese business, careers involving Japanese, and current events. This class also helps prepare students to transition into college-level Japanese courses. Students use a variety of written and oral resources to learn and express their opinions about various topics. Both oral and written communication will be conducted exclusively in Japanese.

 

LATIN

Latin I

Grade level: 9-12. Two Semesters

Prerequisite: None

This course is designed to introduce the beginning student to the Latin language and Roman culture. The course focuses on the development of reading comprehension. Vocabulary and grammar are studied in the context of reading passages into which cultural information has been integrated. Students learn to pronounce Latin according to accepted convention, and simple oral Latin is used to aid students in comprehension. Students will gain some understanding of the effect of Roman civilization on the western world. Word derivations and Latin word elements are also studied to expand the student’s English vocabulary.

Latin II

Grade level: 9-12. Two Semesters

Prerequisite: Latin I

The emphasis of Latin II is to continue the development of reading and comprehension skills, and the acquisition of a deeper understanding of the similarities and differences between the Roman world and our own. New vocabulary and more grammatical structures are learned as the reading progresses to longer and more complicated passages. Oral Latin is used to help students understand reading selections. The study of Latin word elements continues.

Latin III New for 2002-2003!

Grade Level: 9-12 Two Semesters

Prerequisite(s): Latin I and II

Students in this course continue to develop reading and comprehension skills, working primarily with authentic Latin texts. Students are introduced to a variety of genres including histories, orations, poetry, drama, and letters. They become acquainted with some major Roman writers of the classical period. Students further refine their understanding of classical mythology, and the influence of the Roman World on contemporary culture. Time permitting, students may become acquainted with selections from Medieval Latin.

Latin IV New for 2002-2003!

Grade Level: 9-12 Two Semesters

Prerequisite(s): Latin I, II, and III

Students continue the study of classical Latin using authentic texts. Students learn to scan Latin poetry, to identify the various tropes and figures of speech used in poetry and oration, and to appreciate the individual styles of the authors studied. The course may provide students an opportunity to prepare for the AP Examination in Latin, and focuses either on Vergis, Aeneid or on the poems of Horace, Ovid and Catullus and the speeches of Cicero. Students may prepare original compositions in Latin including letters, orations, and poems.

 

 

MANDARIN CHINESE

Mandarin Chinese I (Novice low to Novice mid)

Grade Level: 9-12. Two Semesters

Prerequisite: None

The emphasis of this course is on the ability to communicate orally, emphasizing vocabulary development and basic language functions. Students will use the language to exchange information about topics relating to themselves, their families, and leisure activities. Students will learn basic radicals and stroke order in writing and be introduced to Chinese culture.

Mandarin Chinese II (Novice high)

Grade Level: 9-12. Two Semesters

Prerequisite: Mandarin Chinese I

This course builds on the study of basic vocabulary and grammatical structures from Chinese I. Students will transfer from dependence on the romanized system, pinyin, to reading and writing the Chinese characters. Students will initiate and sustain short conversations on simple topics in everyday situations, recognize future and past references and speak the language with increased confidence and clearer articulation. Chinese customs, beliefs, and aspects of contemporary and traditional culture are also integrated throughout this course.

Mandarin Chinese III (Novice high to Intermediate low)

Grade Level: 9-12. Two Semesters

Prerequisite: Mandarin Chinese II

Students continue to develop communicative proficiency in Chinese and expand their ability to write in Chinese, from simple words to paragraph descriptions of pictures and short essays. Students will develop a better understanding of the cultural implications of the Chinese language in communication through the study of selected readings of authentic Chinese materials.

Mandarin Chinese IV (Intermediate low to Intermediate mid)

Grade Level: 9-12. Two Semesters

Prerequisite: Mandarin Chinese III

Students develop more sophisticated communication skills and refine their reading and writing skills. Students will be exposed to Chinese television, plays, and contemporary Chinese literature. Students will make oral and/or written presentations on assigned topics exclusively in the target language.

Mandarin Chinese V (Intermediate)

Grade Level: 9-12. Two Semesters

Prerequisite: Mandarin Chinese IV

Students continue the study of Chinese language through expanded vocabulary, more complex sentence structures and authentic reading selections. Students will increase their skills in creative writing and speaking. Cultural topics related to Chinese culture and history will be integrated throughout the course.

 

RUSSIAN

Russian I (Novice low)

Grade level 9-12. Two Semesters

Prerequisite: None

Students learn to exchange information in simple terms about topics relating to themselves and their family in Russian. They will be introduced to the geography and culture of Russia. Students will master the Cyrillic alphabet, and they will present short dramatizations of skits, songs, or poetry. The emphasis is on vocabulary development and simple grammatical structures. The main goal is for students to progress toward a novice-level ability in using Russian in school and the community.

Russian II (Novice low to Novice mid)

Grade level 9-12. Two Semesters

Prerequisite: Russian I

This course builds on the novice level. Students expand their ability in reading, speaking, writing, and listening, and extend their vocabulary on topics of everyday experiences. They continue to acquire simple grammatical structures as needed for meaningful communication. Students progress toward a novice-high level of ability.

Russian III (Novice mid to Novice high)

Grade level 9-12. Two Semesters

Prerequisite: Russian II

Students exchange and begin to share opinions about themselves, their school, and community. Students use technology to communicate in Russian. They use Russian media to gather information. They are able to retell traditional Russian stories orally and in writing. Students begin to work at the low intermediate ability level in Russian.

Russian IV (Novice high to Intermediate low)

Grade level 9-12. Two Semesters

Prerequisite: Russian III

Students compare common courtesies and non-verbal cues in Russian. They learn to describe concerns and express dis/satisfaction with products or services. They exchange information on past and future plans, and experience songs, literature, and art enjoyed by their Russian peers. Students present short plays and skits and prepare audio or video projects. They continue to progress through the intermediate level of ability.

Russian V (Novice high to Intermediate mid)

Grade level 9-12. Two Semesters

Prerequisite: Russian IV

Students define their needs and interests in further study of Russian. They continue to learn about the culture of Russia in relation to the situations in which they might find themselves expected to communicate. This is an individualized course which continues the work begun in Russian III and IV. Students are progressing toward an intermediate high level ability in Russian.

 

SPANISH

Spanish I (Novice low)

Grade level 9-12. Two Semesters

Prerequisite: None

Students begin to learn to communicate orally and in written form. They learn to understand and produce simple expressions and are introduced to the cultures of Spanish speaking countries. The emphasis is placed on vocabulary development and simple grammar. Throughout the course students apply language skills to real-life communication. Students in this course learn to exchange information in simple terms. The main goal for this course is for students to progress towards a novice level ability in using Spanish in school and the community.

Spanish II (Novice mid)

Grade level 9-12. Two Semesters

Prerequisite: Spanish I

Students continue to expand upon oral and written communications through vocabulary building and grammar advancement. Students in this course learn to understand and produce simple language related to familiar topics. Students also continue to learn about the culture of the Spanish-speaking peoples. The goal of this course is for students to function at a novice-mid to novice-high level of proficiency, depending on their background, and to begin to show signs of intermediate-low level of proficiency.

Spanish III (Novice high to Intermediate low)

Grade level 9-12. Two Semesters

Prerequisite: Spanish II

Students continue their development of communication skills. Increased emphasis is placed on responding to written and verbal input, as well as continued study of Spanish-speaking cultures. In this course students learn more complex grammar and continue to expand upon vocabulary acquisition in order to satisfy some survival needs and courtesy requirements. The main goal of this course is for students to progress towards an intermediate low level of proficiency.

Spanish IV (Intermediate mid to Intermediate high)

Grade level 9-12. Two Semesters

Prerequisite: Spanish III

Students will improve in oral and written communication through exposure to thematic/interdisciplinary study. Students will also be introduced to advanced grammar through contextual relevancy. The goal of this course is for students to be able to function at an Intermediate mid to Intermediate high proficiency level.

Spanish V/VI (Intermediate high to Pre-Advanced)

Grade level 9-12. Two Semesters

Prerequisite: Spanish IV

Students continue their development of communication skills through various media, which may include literature, art, music, film, history or current events. The goal of this course is to meet the students desires to advance in their acquisition of communication skills, cultural understanding and personal growth.

AP Spanish Language (Pre-Advanced)

Grade level: 9-12. Two Semesters

Prerequisite: Spanish V/VI and/or teacher recommendation

Students who are capable and interested in a college level course and/or gaining advanced standing in college further their language studies through this course. Although not required, the goal of the course is to be able to succeed on the AP Language Exam given in May.

Spanish for Fluent Speakers I Revised for 2002-2003!

(pre-advanced)

Grade level 9-12. Two Semesters

Prerequisite: native speaker of Spanish

This course is for heritage speakers of Spanish who possess knowledge of and functional ability in the Spanish language as a result of their home environment. Heritage speakers of Spanish are a valuable linguistic and cultural resource whose language skills and knowledge of their home culture should be expanded and strengthened at school. In this course, heritage students refine their language skills and expand their appreciation of the diversity of Hispanic culture. Topics of study will begin with select readings about friends, means of communication, childhood and the past, health, travel, and careers. Expanded topics will include literary works by prominent and lesser known authors, including analysis of contemporary events through the Spanish language media.

Spanish for Fluent Speakers II New for 2002-2003!

(pre-advanced)

Grade level 9-12. Two Semesters

Prerequisite: Spanish for Fluent Speakers I or teacher recommendation

This course is a continuation of Spanish for Fluent Speaker I and will further refine heritage students' bilingual and literacy skills in their home language. Students will read from a variety of genres representing numerous Spanish&endash;speaking countries. Students will discuss current themes and events, including Hispanics in the U.S.A., their history, culture and contributions. This course will prepare students to enroll in Advanced Placement Spanish Language and/or Literature Courses.

Advanced Placement Spanish Literature New for 2002-2003!

(pre-advanced)

Grade Level: 10-12 Two Semesters

Prerequisites: Spanish III or other upper level course; native speaker

Students in this course will complete university-level coursework in Spanish literature. Students will read literary texts of all genres and critically analyze works for form and content. Students will comprehend lectures delivered in Spanish and participate actively in discussions on literary topics. This course will prepare students for the Advanced Placement Spanish Literature Exam.

Pacesetter Spanish New for 2002-2003!

(interm. mid to intermediate high)

Grade Level: 9-12 Two Semesters

Prerequisite: immersion program; native speaker of Spanish and/or teacher recommendation

This Spanish course was developed in collaboration with the American Council on the Teaching of Foreign Languages, College Board and Educational Testing Service. Students in this course use their Spanish language to engage in discussions, research topics, and read a variety of materials, including authentic texts that represent the diverse cultures and different perspectives of the Spanish-speaking communities of the world. At the end of this course students will be evaluated for listening and writing on standardized assessments developed by Pacesetter's. This is a preparatory course for Advanced Placement Spanish.

 

TLINGIT

High School Tlingit I (Novice low) New for 2002-2003!

Grade Level: 9-12. Two Semesters

Prerequisite: none

This course is a full year (two semesters) Tlingit language course for high school students. Students are active learners in this Tlingit language and culture course. Through participation, students develop basic speaking and listening skills in the identified language, as well as the orthography of the written language. The students will engage in variety of cultural activities to enhance and further develop their Alaska Native language skills.