Download Curriculum Map - Windham School Department

Classical and
Modern Language
Curriculum
French 1 ~ 5
Spanish 1 ~ 5
Latin 1 ~ 4
Trish Soucy
Beth Bubier
Erica Brown
Katy Dresnok
Natalie Nelson
Tianna Burton
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 1 Grade: 9-12
2007 MLR:
Students engage in simple conversations to
provide and obtain information using learned
phrases and simple sentences.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Assessment
evidence &
performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IA: Communication: Interpersonal

Students will know appropriate vocabulary for a variety of common situations

Students will understand formal and informal types of communication

Students will understand and express needs, desires, opinions, agreement, and
disagreement in the target language.

Students will be able to exchange information using present and near future tenses

Students will be able to ask and respond to simple questions.

Students will be able to express personal information and feelings using common
conversational phrases.

Students will be able to greet, ask, answer, express, and respond orally.
Classroom Assessment – Formative - determined by Teacher
 Oral drills
 Written textbook and workbook activities
 Partner dialogues
 Group discussions
 Oral evaluation w/ teacher
Learning plan - instructional
strategies

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





Describing pictures, cartoons, and the like
Sentence practice on worksheets and orally
Book communication activities
Daily vocabulary building
Oral and written vocabulary expansion activities
Verb conjugation practice
Practice vocabulary using TPR strategies
Practice on worksheets and orally
Write journals/personal responses to prompts
2007 MLR:
Students comprehend and respond to simple
spoken and written language in familiar
contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve learned vocabulary and understand the role of cognates

Students will understand written and aural passages on familiar topics

Students will demonstrate comprehension of authentic written passages in text and
expanded readers.

Students will demonstrate comprehension of selected samples of spoken language.

Students will be able to answers oral and written questions about aural and written
material.
 Oral testing by teacher
 French to English translations
 Written quizzes
Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IB: Communication: Interpretive






Do sample readings in class of authentic materials
Read with a passage and then summarize it to a partner
Textbook listening activities
Listen to teacher/other students read material
Translate and respond to written and spoken material
Summarize selected segments of written and aural language
2007 MLR:
Students use phrases and simple sentences in
rehearsed oral and written presentations on
familiar topics.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common and familiar
situations




Students will write passages using correct spelling.
Students will present orally using short strings of sentences on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.




Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals
(MLR-standards) &
Connection to mission /
vision
Unit IC: Communication: Presentational







Song Memorizations
Vocabulary quizzes
C’est moi Quarter 4 project
Oral presentations
Teacher-led oral ask and answer
Practice conversation in pairs and small groups
Repeat sounds and speech patterns after teacher
Listen to CD and repeat sounds
Use of flashcards individually and in pairs
Vocabulary Drills
French to English translation
2007 MLR:
Students compare the target language with
English in order to better understand language
systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will know parts of speech

Students will understand that all nouns are either masculine or feminine

Students will recognize formal and informal speech patterns.



Learning plan instructional
strategies
Students will be able to construct sentences using appropriate syntax
Students will produce correct spelling, including accent marks
Students will be able to demonstrate use of verbs in the present tense




Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit ID: Communication: Language Comparisons



Oral testing
Lesson and Unit Grammar and Vocabulary Quizzes
End of Year exam
C’est moi project
Drills
Text exercises
Worksheets
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 1 Grade: 9 - 12
Unit II: Cultures: Practices, Perspectives and Comparisons
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection
between his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:
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
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


Students will learn the differences between their own country and France regarding
language and culture
Students will contrast cultures
Students will distinguish how and why cultures are different
Students will identify the differences in the celebration of holidays
Students will associate language with the dress, holidays, and music of France
Students will discuss cultural practices and values related to selected topics (ie; family,
school, and work)
Students will illustrate the cultural similarities and differences between the United States
and France



Christmas Caroling
Cultural Questions within each textbook lesson
Icon Poster, Quarter 3
Learning plan instructional
strategies
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Watch the DVD that accompanies textbook
Geography activities
Making Mardi Gras masks
Sainte Barbe Christmas Activity
Listen to CDs with authentic music
Read together in class and discuss
Watch videos connecting to readings
Curriculum Map
Outline of Course of Study – Windham High School
Subject: French 2
Grade: 9 - 12
Unit IA: Communication: Interpersonal
Students engage in simple conversations to
provide and obtain information and to express
feelings and emotions by creating simple
sentences and/or strings of sentences. Students
of modern languages use pronunciation and
intonation patterns or use appropriate nonmanual markers (ASL), which are
comprehensible to speakers accustomed to
interacting
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will recognize accents from different French-speaking countries

Students will be able to exchange information using present, past and near future tenses.

Students will be able to ask and answer compound questions, describe, express, and respond
orally.

Students will be able to make and respond to complex commands
Classroom Assessment – Formative - determined by Teacher
 “What’s going on” Speaking assignment-describe the scene
 Formative assessment: Telephone skit. Creating phone conversations which involve
asking and answering questions and leaving messages, and or can be determine by
teacher.
Learning plan instructional
strategies





Drills
Partner speaking activities
Appointment clock to vary partners
Students will do survey activities
Interviews
2007 MLR:
Students comprehend brief conversations,
narratives, and recorded material in
familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will recognize accents from different French-speaking countries

Students will understand authentic written passages in text and expanded readers.

Students will demonstrate comprehension of selected samples of spoken language.
Learning plan instructional
strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive





Selected short novels-entire or excerpts. Students will read for assignment and inclass will answer comprehension questions.
“What’s going on?” Activity Teacher describes a scene/student picks it out.
Do sample readings in class
Sample class readings as a class and individually
Students will practice readings and answer comprehension questions asked by the teacher
and written.
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit IC: Communication: Presentational
2007 MLR:
Students use simple sentences and strings of
simple sentences to produce short oral/signed
and written presentations based on familiar
topics and including a level of accuracy in form
and pronunciation that could be understood by
speakers accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will duplicate accents from different French-speaking countries




Students will write passages using proper paragraph form and a variety of tenses.
Students will present orally using strings of sentences on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.



“What’s going on?
Poem/song “Le Nouveau Western” MC Solaar
vocabulary quiz dictez and translation
Learning plan instructional strategies

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





Conversation activities with partners.
Teacher will rotate students as his/her partner for a one on one on-site quick assessment.
Oral rehearse/repetition
Listen to cds of authentic speakers
Flashcards
Vocabulary drills
Accordion drill
Around the world game/tutti fruiti
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will know parts of speech

Students will retrieve all conjugations of verbs and apply the correct form


Learning plan instructional
strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
Students will demonstrate knowledge of pronouns: subject, direct object, indirect object,
prepositional.
Students will demonstrate knowledge of verbs in present, near future, and le passé composé





Level 2 Mid-year Exam
Level 2 Final Exam
Drill
Text exercises
Worksheets
Curriculum Map
Outline of Course of Study – Windham High School
Subject: French 2
Grade: 9 -12
2007 MLR:
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons



Students will learn the differences between their own country and French speaking countries
regarding language and culture
Students will contrast cultures
Students will distinguish how and why cultures are different




Students will associate language with France and other francophone nations.
Students will participate in cultural activities
Students will watch movies, etc. and reflect/connect material to their own lives.
Students will cook food important to the French culture



Les Choristes movie reaction paper
Christmas Caroling
Crepe cooking
Learning plan instructional
strategies






Research French culture relating to videos.
Practice singing in class
Practice singing to other language classes
Listen to CD’s w/ authentic music
Read together in class and discuss
Watch videos connecting to different French speaking cultures
Curriculum Map
Outline of Course of Study – Windham High School
Subject: French 3/3Honors Grade: 10 - 12
Unit IA: Communication: Interpersonal
Students engage in simple conversations to
provide and obtain information and to express
feelings and emotions by creating simple
sentences and/or strings of sentences. Students
of modern languages use pronunciation and
intonation patterns or use appropriate nonmanual markers (ASL), which are
comprehensible to speakers accustomed to
interacting
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will recognize accents from different French-speaking countries

Students will be able to exchange information using present, past and near future tenses.

Students will be able to ask and answer compound questions, describe, express, and respond
orally.

Students will be able to make and respond to complex commands
Classroom Assessment – Formative - determined by Teacher
 “What’s going on” Speaking assignment-describe the scene
 Formative assessment: Telephone skit. Creating phone conversations which involve
asking and answering questions and leaving messages, and or can be determine by
teacher.
Learning plan instructional
strategies





Drills
Partner speaking activities
Appointment clock to vary partners
Students will do survey activities
Interviews
2007 MLR:
Students comprehend brief conversations,
narratives, and recorded material in
familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will recognize accents from different French-speaking countries

Students will understand authentic written passages in text and expanded readers.

Students will demonstrate comprehension of selected samples of spoken language.
Learning plan instructional
strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive





Selected short novels-entire or excerpts. Students will read for assignment and inclass will answer comprehension questions.
“What’s going on?” Activity Teacher describes a scene/student picks it out.
Do sample readings in class
Sample class readings as a class and individually
Students will practice readings and answer comprehension questions asked by the teacher
and written.
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit IC: Communication: Presentational
2007 MLR:
Students use simple sentences and strings of
simple sentences to produce short oral/signed
and written presentations based on familiar
topics and including a level of accuracy in form
and pronunciation that could be understood by
speakers accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Student will duplicate accents from different French-speaking countries




Students will write passages using proper paragraph form and a variety of tenses.
Students will present orally using strings of sentences on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.



“What’s going on?
Poem/song “Le Nouveau Western” MC Solaar
vocabulary quiz dictez and translation
Learning plan instructional strategies








Conversation activities with partners.
Teacher will rotate students as his/her partner for a one on one on-site quick assessment.
Oral rehearse/repetition
Listen to cds of authentic speakers
Flashcards
Vocabulary drills
Accordion drill
Around the world game/tutti fruiti
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will know parts of speech

Students will retrieve all conjugations of verbs and apply the correct form


Learning plan instructional
strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
Students will demonstrate knowledge of pronouns: subject, direct object, indirect object,
prepositional.
Students will demonstrate knowledge of verbs in present, near future, and le passé composé





Level 2 Mid-year Exam
Level 2 Final Exam
Drill
Text exercises
Worksheets
Curriculum Map
Outline of Course of Study – Windham High School
Subject: French 3/3honors Grade: 10 - 12
2007 MLR:
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons



Students will learn the differences between their own country and French speaking countries
regarding language and culture
Students will contrast cultures
Students will distinguish how and why cultures are different




Students will associate language with France and other francophone nations.
Students will participate in cultural activities
Students will watch movies, etc. and reflect/connect material to their own lives.
Students will cook food important to the French culture



Les Choristes movie reaction paper
Christmas Caroling
Crepe cooking
Learning plan instructional
strategies






Research French culture relating to videos.
Practice singing in class
Practice singing to other language classes
Listen to CD’s w/ authentic music
Read together in class and discuss
Watch videos connecting to different French speaking cultures
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 4 Grade: 11-12
Unit IA: Communication: Interpersonal
Students express their own thoughts and
opinions about familiar topics and elicit the
thoughts and opinions of others by using strings
of sentences and/or short paragraphs. Students
of modern languages use pronunciation and
intonation patterns or use appropriate nonmanual markers (ASL), which would be
comprehensible to a native speaker
accustomed to interacting with language
learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:

Students will express an understanding of multiple past and future verb tenses

Students will be able to exchange information using the future, conditional, present,
imperfect, past perfect, and pluperfect tenses.
Students will be able to make and respond to complex commands.
Students will participate in extensive dialogues.


Assessment evidence &
performance task
Learning plan instructional strategies
Classroom Assessment – Formative - determined by Teacher
 Show – n – Tell
 History Presentation
 Group discussions
 Oral evaluation w/ teacher
 History tests
 Grammar quizzes







Telling stories from pictures, cartoons, and the like
Sentence practice on worksheets and orally
Book communication activities
Extensive vocabulary review and expansion activities
Verb conjugation practice
Practice commands by doing activities such as Simon Says
Write journals/personal responses to prompts
2007 MLR:
Students comprehend conversations, narratives,
and recorded material in familiar contexts that
are longer and/or more complex than those in
the 6-8 grade span.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?


Students will comprehend information from written passages
Students will retrieve conjugations of verbs and apply the correct form

Students will summarize authentic written passages in text and expanded readers.

Students will demonstrate comprehension of selected samples of spoken language.
 Dictées
 Chapter Readings and Parlons du Texte
Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive





Do sample readings in class of authentic materials
Scaffolding of vocabulary associated with written
Listen to teacher/other students read material
Translate and respond to written and spoken material
Summarize selected segments of written and aural language
Unit IC: Communication: Presentational
Students express their own thoughts to describe
and narrate in oral/signed and written
presentations using strings of sentences and/or
short paragraphs and with sufficient accuracy in
form and pronunciation that could be understood
by native speakers accustomed to interacting
with language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form




Students will write passages using proper paragraph form and a variety of tenses.
Students will present orally using strings of sentences on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.





Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:






Show-n-Tell
Song Memorizations
Vocabulary quizzes
History Presentation
Chapters 1-12 history tests (short answer questions)
Peer editing
Practice conversation in pairs and small groups
Repeat sounds and speech patterns after teacher
Vocabulary Drills
In-class journals
Tell a story from a picture or cartoon
2007 MLR:
Students compare the target language with
English in order to better understand language
systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will know parts of speech

Students will retrieve all conjugations of verbs and apply the correct form



Learning plan instructional
strategies
Students will demonstrate knowledge of a variety of pronouns: subject, direct object,
indirect object, and possessive
Students will apply knowledge of verbs in present, future, conditional, passé composé,
imperfect, pluperfect, the gerund, and the imperative.
Students will demonstrate knowledge of present and past subjunctive moods.




Assessment
evidence &
performance
task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals
(MLR-standards) &
Connection to mission /
vision
Unit ID: Communication: Language Comparisons




Grammar Quizzes
Level 4 End of Year exam
Art Project
Journal Entries
Drills
Text exercises
Worksheets
“Mastering the Subjunctive Mood” booklet
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 4 Grade: 11-12
Unit II: Cultures: Practices, Perspectives and Comparisons
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection
between his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:


Students will illustrate an understanding of French Art and artists
Students will understand how history has shaped modern France


Students will identify the use and origin of French words in English
Students will compare and contrast French and American cultures





Christmas Caroling
Art Project
French History Timeline
Film Reflections
History Presentation
Learning plan instructional
strategies





Research French art and artists
Practice singing to other language classes
Listen to CDs with authentic music
Read together in class and discuss
Watch and reflect upon films and documentaries related to French history
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 5 Grade: 12
Unit IA: Communication: Interpersonal
Students express their own thoughts and
opinions about familiar topics and elicit the
thoughts and opinions of others by using strings
of sentences and/or short paragraphs. Students
of modern languages use pronunciation and
intonation patterns or use appropriate nonmanual markers (ASL), which would be
comprehensible to a native speaker
accustomed to interacting with language
learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Students will understand and express needs, desires, opinions, agreement, and
disagreement in the target language.

Students will be able to exchange information using all tenses.

Students will participate in extensive dialogues.

Students will be able to make and respond to complex commands.
Assessment
evidence &
performance
task
Learning plan - instructional
strategies
Classroom Assessment – Formative - determined by Teacher
 Show – n – Tell
 Partner dialogues
 Group discussions
 Oral evaluation w/ teacher









Telling stories from pictures, cartoons, and the like
Sentence practice on worksheets and orally
Book communication activities
Extensive vocabulary review
Oral and written vocabulary expansion activities
Verb conjugation practice
Practice commands by doing activities such as Simon Says
Practice on worksheets and orally
Write journals/personal responses to prompts
2007 MLR:
Students comprehend conversations, narratives,
and recorded material in familiar contexts that
are longer and/or more complex than those in
the 6-8 grade span.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form

Students will understand authentic written passages in text and expanded readers.

Students will demonstrate comprehension of selected samples of spoken language.
 The Little Prince chapter tests
 La France Contemporaine chapter/lesson tests
 AP workbook listening sections
Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive






Do sample readings in class of authentic materials
Read w/ a partner and do a practice quiz together
Read dialog transcript while listening to CD
Listen to teacher/other students read material
Translate and respond to written and spoken material
Summarize selected segments of written and aural language
Assessment evidence &
performance task
Student Skills
(will be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit IC: Communication: Presentational
2007 MLR:
Students express their own thoughts to describe
and narrate in oral/signed and written
presentations using strings of sentences and/or
short paragraphs and with sufficient accuracy in
form and pronunciation that could be
understood by native speakers accustomed to
interacting with language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve all conjugations of verbs and apply the correct form




Students will write passages using proper paragraph form and a variety of tenses.
Students will present orally using strings of sentences on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.







Students will be able to recognize and produce selective vocabulary.
Show-n-Tell
Song Memorizations
Vocabulary quizzes
Journal entries and personal responses to prompts
The Little Prince Create a Planet Project
Magazine Project
Learning plan instructional
strategies







Writing workshops
Peer editing
Practice conversation in pairs and small groups
Repeat sounds and speech patterns after teacher
Listen to CD and repeat sounds
Use flashcards
Vocabulary Drills
2007 MLR:
Students compare the target language with
English in order to better understand language
systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will know parts of speech

Students will retrieve all conjugations of verbs and apply the correct form

Students will recognize the passé simple literary tense



Learning plan instructional
strategies
Students will demonstrate knowledge of pronouns: subject, direct object, indirect object,
prepositional.
Students will demonstrate knowledge of verbs in present, future, conditional, passé
composé, imperfect, future anterior, conditional past, the gerund, and the imperative.
Students will demonstrate knowledge of present and past subjunctive moods.





Assessment
evidence &
performance
task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit ID: Communication: Language Comparisons



Level 5 Mid-year Exam
Level 5 Final Exam
The Little Prince Create a Planet Project
Magazine Project
Grammar and Vocabulary Quizzes
Drills
Text exercises
Worksheets
Curriculum Map
Outline of Course of Study – Windham High School
Subject: FRENCH 5 Grade: 12
Unit II: Cultures: Practices, Perspectives and Comparisons
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection
between his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:






Students will learn the differences between their own country and French-speaking
countries regarding language and culture
Students will contrast cultures
Students will distinguish how and why cultures are different
Students will associate language with France and French North America
Students will participate in cultural activities
Students will read cultural literature, watch movies, etc. and reflect/connect material to
their own lives.



Être et Avoir movie reaction paper
Christmas Caroling
La France Contemporaine Assessements
Learning plan instructional
strategies







Research French culture relating to video
Research an author
Practice singing in class
Practice singing to other language classes
Listen to CDs with authentic music
Read together in class and discuss
Watch videos connecting to readings
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish I Grade: 9-12
2007 MLR:
vision
Students engage in simple interactions to
provide and obtain information using
single words, learned phrases, and
simple sentences.
1A: Every student will read, write, and speak effectively.
Essential Question(s)
Established Goals (MLRstandards) & Connection to mission /
Unit IA: Communication: Interpersonal
Assessment evidence &
performance task
Student Skills (will be
able to do)
Student Knowledge /
Understandings
How will I have a conversation with a native speaker?

Students know appropriate vocabulary for common situations.

Students retrieve conjugations of verbs in the present tense and apply the correct form.

Students recognize simple spoken and printed information in the target language.

Students know the difference between formal and informal address.

Students exchange information using present tense and near future verb forms.

Students ask and answer simple questions including the use of interrogatives.

Students express personal information and feelings using common conversational phrases.

Students ask, answer, greet, describe, express, and respond orally.

“Cabeza o Cola” (heads or tails partner dialogue)

Charlar

Class conversation/discussion

Oral evaluation with teacher

Skits
Learning plan - instructional
strategies

Charlar Transparency speaking activities

Oral sentence structure practice

Book communitcation activities

Paired Conversations

Starters – speaking prompts

Speed Dating
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish I Grade: 9-12
mission / vision
2007 MLR:
Students comprehend and respond to
simple spoken/signed and written
language in familiar contexts.
1A. Every student will read, write, and speak effectively
Assessment evidence &
performance task
Student Skills (will be
able to do)
Student Knowledge
/ Understandings
Essential Question(s)
Established Goals (MLRstandards) & Connection to
Unit IB: Communication: Interpretive
How will I respond to what I hear and interpret what I read in Spanish?

Students know appropriate vocabulary for a variety of common situations.

Students retrieve conjugations of verbs in present and near future and apply the correct form.

Students recognize simple written and spoken information.

Read and translate written and aural passages on familiar topics

Answer questions from written and aural passages

Read and interpret simple and printed information

Listen and interpret simple spoken information

Audio tape exercises

Listening sections of tests

Buen Viaje Reading and Writing Test chapter 2

Cultural Passage readings from early sections of the textbook
Learning plan - instructional
strategies

Various audiovisual practices including watching videos of native speakers
- Buen Viaje
- Standard Deviants
- Quack!

Translations of Cultural Passages in each chapter

Audio tape worksheets

Conversation in class

Authentic text translations
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish I Grade: 9-12
mission / vision
2007 MLR:
Students use memorized words, phrases,
simple sentences, and visuals in short
rehearsed oral and written presentations
on familiar topics.
1A. Every student will read, write, and speak effectively
Essential Question(s)
Established Goals (MLRstandards) & Connection to
Unit IC: Communication: Presentational
Assessment evidence &
performance task
Student Skills (will be
able to do)
Student Knowledge
/ Understandings
How do practiced conversations and presentations help me become a better speaker and
writer in Spanish?

Students reproduce appropriate vocabulary for common situations.

Students identify conjugation rules to present tense verb forms and apply them.

Students understand and duplicate sounds and speech patterns.

Students write passages on a familiar topic using complete sentences with correct spelling.

Students present orally using complete sentences on a familiar topic.

Students produce appropriate sounds and speech patterns.

Students recognize and produce selective vocabulary.

My story project

Mostrar y decir/ show and tell

Pledge of Allegence/ Alfabeto/ This old man/ San Fermin/ Cascabeles/ La Contestacion/ Ciclo sin fin

Calendar Projects

All vocabulary quizzes
Learning plan - instructional strategies

Sentence worksheets

Charlar Activities- Sentence prompts for pair conversation

Show and Tell Practice

Sentence worksheets

Song memorization and performance

Caroling

Vocabulary games and practice activities

Audio pronunciation practice

Cartoon pictures with vocabulary labels

Sentence and written passage translations
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish I Grade: 9-12
mission / vision
2007 MLR:
Students recognize a variety of
similarities and differences between the
target language and English.
1A. Every student will read, write, and speak effectively
Essential Question(s)
Established Goals (MLRstandards) & Connection to
Unit ID: Communication: Language Comparisons
Students know and recognize cognates and word borrowings of the language.

Students recognize differences in the writing systems among the languages.

Students recognize some idiomatic expressions of the target language.
Student Skills (will be
able to do)


Students demonstrate knowledge of verbs in the present tense.

Students recognize that words have gender.

Students recognize and use formal and informal forms of the language.

Students demonstrate knowledge of grammatical structure and meaning including, but not limited to: Word order/ Verb
tenses/ Gender/ Number/ Negation/ Agreement.
Assessment evidence & performance
task
Student Knowledge
/ Understandings
How will my knowledge of English grammar help me understand Spanish grammar?

Level 1 Mid-year Exam

Gender Worksheets

Formative assessments

Chapter Grammar Quizzes

Cognate Recognition work

Show and Tell
Learning plan - instructional strategies

Question and Answer using appropriate verb endings

Sentence translations

Dice Game conjugations

Paired conversations focusing on appropriate verb forms

Textbook activities on comparisons of language

Color flashcards as gender recognition drills

Authentic examples of respect shown in both languages

In-context connections to English

Sentence structure practice in both English and Spanish

Standard Deviant and Quack! films
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish I Grade: 9-12
Connection to mission / vision
2007 MLR:
Students identify and imitate basic
culturally-appropriate practices of cultures
in which the target language is spoken.
Students will compare some common
culturally-appropriate products and
practices of daily life of cultures in which
the target language is spoken to the
culture in which the student lives.
2A. Every student will have multiple opportunities to understand the connection between his/her own
behaviors and the impact those behaviors have on others.
Essential Question(s)
Established Goals (MLR-standards) &
Unit II: Cultures: Practices, Perspectives and Comparisons
Student Skills (will be
able to do)
Student Knowledge
/ Understandings
What is it like growing up in a Spanish speaking country?

Students recognize differences between their own country and Spanish-speaking countries regarding language and culture.

Students compare and contrast cultures of Spanish-speaking countries and the United States.

Students distinguish how and why cultures are different and the same.

Students will associate language with dress, holidays and music of Spain and Latin America.

Students will participate in cultural activities such as songs. Games, etc.

Students will be able to locate and label Spain and Latin American countries on a world map.

Students will identify similarities and differences between dress, holidays, food, and music of another culture and their own.

Students will identify cultural practices and values relating to selected topics. (i.e. family, school, work)
Assessment evidence &
performance task
Learning plan - instructional strategies

Country and Capital deck

Country Video Reaction paper

Icon Poster

In-class discussion evaluated by participation rubric

Christmas Caroling

Day of the Dead and Cinco de Mayo class discussions

Music discussion of song recitations

Video observations

Practice singing in class

Singing to other language classes

Listening to cd’s of authentic music

Invisible map practice

Flashcard activities- slapjack, memory, etc.

Placemat Map practice

Class meals with traditional foods

Textbook cultural/authentic readings

Class disscussions based on internet research, videos, etc.
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 2 Grade: 9- 12
Unit IA: Communication: Interpersonal
Students engage in simple
conversations to provide and obtain
information using learned phrases and
simple sentences.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Student
Knowledge /
Understandings

Students will know rules asking and answering questions

Students will be able to exchange information using the near future, present and past tenses.

Students will be able to ask and answer compound questions, describe, express and respond orally.
Assessment evidence
& performance task

Student Skills (will
be able to do)
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:
Students know appropriate vocabulary for a variety of common situations

Students retrieve near future, present and past conjugations of verbs and apply the
correct form
Classroom Assessment – Formative - determined by Teacher
 Show – n – Tell
 Partner dialogues
 Group discussions
 Oral evaluation w/ teacher
 Conversation Activity w/ self-grading

Learning plan - instructional
strategies









Charlar Transparency speaking activities
Sentence practice on worksheets and orally
Book communication activities
Extensive vocabulary review
Verb conjugation practice
Practice commands by doing activities such as Simon Says
Practice on worksheets and orally
Use appointment clock/map to vary partners.
Use timer to keep track of time and increase throughout year
2007 MLR:
Students comprehend and respond to
simple spoken and written language in
familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students know appropriate vocabulary for a variety of common situations

Students retrieve near future, present , and past conjugations of verbs and apply the
correct form


Student recognize accents from different Spanish-speaking countries
Students will read written passages on familiar topics.

Students will hear aural passages on familiar topics.
Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive





Level 2 readers with activities and quizzes

Buen Viaje listening activity (cassette tape and worksheet)
Do sample readings in class
Read w/ a partner and do a practice quiz together
Listen to other students read material
Practice listening w/ teacher reading what is on cassette slowly and clearly
2007 MLR:
Students use phrases and simple
sentences in rehearsed oral and written
presentations on familiar topics.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Students will know appropriate vocabulary for a variety of common situations

Students will retrieve near future, present and past conjugations of verbs and apply the
correct form

Students will write passages on a familiar topic using complete sentences with correct
spelling

Students will present orally using complete sentences on a familiar topic

Students will produce appropriate sounds and speech patterns

Students will be able to recognize and produce selective vocabulary





Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IC: Communication: Presentational







Show-n-Tell
Song Memorizations
Vocabulary quizzes
Weekly Journals
Quarter writing projects: Central America Storybook, Mexico Scrapbook
Writing workshops
Peer editing
Practice conversation in pairs and small groups
Repeat sounds and speech patterns after teacher
Listen to CD and repeat sounds
Use flashcards
Vocabulary Drills
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit ID: Communication: Language Comparisons
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Students will retrieve all future, present and past tense conjugations of verbs and apply the
correct form

Students will compare basic grammatical structures and syntax between languages




Students will demonstrate knowledge of verbs in present and preterit tenses (including
reflexive, stem-changing and yo…go verbs).
Students will demonstrate knowledge of the difference between saber and conocer
Students will demonstrate understanding of the use of direct and indirect object pronouns.
Students will demonstrate knowledge of present progressive.




Level 2 Mid-year Exam
Level 2 Final Exam
Weekly Journals
Show-n-Tell
Learning plan instructional strategies
o
o
o
o
o
o
o
o
o
o
Textbook activities answering questions using appropriate verb tenses
Sentence translations
Journal writing
Pair conversations focusing on appropriate verb forms
T-chart demonstrating differences in uses
Sentence practice in both English & Spanish
Real-life examples of use of DOP & IOP use in English
In-context introduction when they’d like to learn “ing”
Textbook activities
Sentence practice in both English & Spanish
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 2 Grade: 9-12
Unit II: Cultures: Practices, Perspectives and Comparisons
Students identify and demonstrate basic
culturally-appropriate practices of daily
life within a culture(s) in which the target
language is spoken.
2A: Every student will have multiple opportunities to understand the connection
between his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
2007 MLR:



Students learn the differences between their own country and Spanish speaking countries
regarding language and culture
Students contrast cultures
Students distinguish how and why cultures are different

Students will associate language with Hispanic America.

Students will participate in cultural activities (i.e. songs, games, art)

Students will be able to locate and label geographical features of Hispanic America.

Students will demonstrate an awareness of cultural practices relating to Hispanic America.



Invisible Map of Spain
Christmas Caroling
Ixta and Popo Volano Legend
Learning plan - instructional strategies














Review vocabulary dealing with Hispanic America
Practice singing in class
Practice singing to other language classes
Listen to CD’s w/ authentic music
Review maps in class
Practice virtual mapping
Internet research of culture
Share projects w/ class
El Día de los Muertos discussion
Music discussion
Video observations
Kinesthetic formation of map and geographical features using hand and body movement
El Día de los Muertos Reading and Discussion
Transparencies and written maps of Spain – fill-ins, etc
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 3 Grade: 10- 12
Unit IA: Communication: Interpersonal
Students express their own thoughts and
opinions about familiar topics and elicit the
thoughts and opinions of others by using strings
of sentences and/or short paragraphs. Students
of modern languages use pronunciation and
intonation patterns which would be
comprehensible to a native speaker
accustomed to interacting with language
learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language?
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:

Students know appropriate vocabulary for a variety of common situations

Students retrieve present and past conjugations of verbs and apply the correct form

Students will know rules for formation of commands

Students will be able to exchange information using the present and past tenses.

Students will be able to compare and contrast familiar topics.

Students will be able to make and respond to simple commands
Assessment evidence &
performance task
Learning plan - instructional
strategies
Classroom Assessment – Formative - determined by Teacher
 Show – n – Tell
 Partner dialogues
 Group discussions
 Oral evaluation w/ teacher
 Conversation Activity w/ self-grading
 Oral and written interview
 Cooking Project









Charlar Transparency speaking activities
Sentence practice on worksheets and orally
Book communication activities
Extensive vocabulary review
Verb conjugation practice
Practice commands by doing activities such as Simon Says
Practice on worksheets and orally
Use appointment clock/map to vary partners.
Use timer to keep track of time and increase throughout year
2007 MLR:
Students comprehend brief
conversations, narratives, and
recorded material in familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading and listening in the target language?

Students know appropriate vocabulary for a variety of common situations

Students retrieve present and past conjugations of verbs and apply the correct form

Student recognize accents from different Spanish-speaking countries

Students will understand written passages in text and short stories

Students will demonstrate comprehension of selected short samples of spoken language
Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IB: Communication: Interpretive





Level 3 readers with activities and quizzes

Buen Viaje listening activity (cassette tape and worksheet)
Do sample readings in class
Read w/ a partner and do a practice quiz together
Listen to other students read material
Practice listening w/ teacher reading what is on cassette slowly and clearly
2007 MLR:
Students use phrases and simple
sentences in rehearsed oral and written
presentations on familiar topics.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing in the target language?

Know appropriate vocabulary for a variety of common situations

Retrieve all conjugations of verbs and apply the correct form

Students will write passages using proper paragraph form and a variety of tenses.

Students will present orally using strings of sentences on a familiar topic.

Students will produce appropriate sounds and speech patterns.

Students will be able to recognize and produce selective vocabulary.





Learning plan instructional
strategies
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IC: Communication: Presentational







Show-n-Tell
Song Memorizations
Vocabulary quizzes
Weekly Journals
Quarter writing projects: Central America Storybook, Mexico Scrapbook
Writing workshops
Peer editing
Practice conversation in pairs and small groups
Repeat sounds and speech patterns after teacher
Listen to CD and repeat sounds
Use flashcards
Vocabulary Drills
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate in the target language through the construction of
language systems?

Know all major parts of speech

Retrieve all conjugations of verbs and apply the correct form

Compare basic grammatical structures and syntax between languages


Learning plan instructional
strategies
Students will demonstrate knowledge of verbs in present, future, conditional, preterit and
imperfect, present perfect and the imperative
Students will demonstrate knowledge of the difference between por and para




Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit ID: Communication: Language Comparisons




Level 3 Mid-year Exam
Level 3 Final Exam
Weekly Journals
Show-n-Tell
Drill
Text exercises
Worksheets
Writing workshops
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 3 Grade: 10-12
2007 MLR:
Students identify and demonstrate basic
culturally-appropriate practices of daily
life within a culture(s) in which the target
language is spoken.
2A: Every student will have multiple opportunities to understand the connection
between his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance
task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons



Students learn the differences between their own country and Spanish speaking countries
regarding language and culture
Students contrast cultures
Students distinguish how and why cultures are different

Students will associate language with Hispanic America.

Students will participate in cultural activities (i.e. songs, games, art)

Students will be able to locate and label geographical features of Hispanic America.

Students will demonstrate an awareness of cultural practices relating to Hispanic America.





Cooking Project
Christmas Caroling
Hispanic America Hanging Map
Mexico Scrapbook
Central America Storybook
Learning plan - instructional
strategies

Review vocabulary dealing with Hispanic American foods

Read recipes from H A cookbooks

Practice singing in class

Practice singing to other language classes

Listen to CD’s w/ authentic music

Review maps in class

Practice virtual mapping

Internet research of culture

Share projects w/ class
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 4 Grade: 11- 12
Unit IA: Communication: Interpersonal
Students express their own thoughts and
opinions about familiar topics and elicit the
thoughts and opinions of others by using
strings of sentences and/or short paragraphs.
Students of modern languages use
pronunciation and intonation patterns or use
appropriate non-manual markers (ASL),
which would be comprehensible to a native
speaker accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
Student Skills (will be able
to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:
How will I have a conversation with a native speaker?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Students recognize accents from different Spanish-speaking countries

Students exchange information using present, past, future and conditional tenses.

Students ask and answer a variety of questions on familiar topics orally and in writing.

Students participate in conversations on a variety of everyday topics to meet personal needs.

Students give and respond to directions and commands, orally or in sign language, and in
writing.
Assessment evidence &
performance task
Learning plan - instructional strategies
Classroom Assessment – Formative - determined by Teacher
 Partner dialogues

Group discussions

Oral evaluation w/ teacher

Conversation Activity w/ self-grading

Charlar Transparency speaking activities

Sentence practice on worksheets and orally

Book communication activities

Extensive vocabulary review

Verb conjugation practice

Practice commands by doing activities such as Simon Says

Practice on worksheets and orally

Use appointment clock/map to vary partners.

Use timer to keep track of time and increase throughout year
Unit IB: Communication: Interpretive
Students comprehend conversations,
narratives, and recorded material in familiar
contexts that are longer and/or more complex
than those in the 6-8 grade span.
1A: Every student will read, write, and speak effectively.
Assessment evidence &
performance task
Student Skills (will be able
to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:
How will I respond to what I hear and interpret what I read in the target language?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Student recognize accents from different Spanish-speaking countries

Students understand written passages in text and expanded readers.

Students demonstrate comprehension of selected samples of spoken language.

Students identify main ideas, topics and specific information in a variety of authentic
written/signed materials.

Students identify main ideas, topics, and specific information in authentic films.

La Catrina chapter tests

La Catrina video series activities

Hispanos reading activities

Dictation

Listening Vocabulary Tests
Learning plan instructional strategies

Do sample readings in class

Read w/ a partner and do a practice quiz together

Practice listening w/ teacher using Catrina workbook w/ video lines

Listen to other students read material

Buen Viaje CD activities
2007 MLR:
Students use simple sentences and strings of
simple sentences to produce short oral/signed
and written presentations based on familiar
topics and including a level of accuracy in
form and pronunciation that could be
understood by speakers accustomed to
interacting with language learners.
1A: Every student will read, write, and speak effectively.
Assessment evidence
& performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit IC: Communication: Presentational
How will I speak and write effectively to a native speaker?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Students write passages using proper paragraph form and a variety of tenses.

Students present orally using strings of sentences on a familiar topic.

Students produce appropriate sounds and speech patterns.

Students are able to recognize and produce selective vocabulary.

Show-n-Tell

Song Memorizations

Vocabulary quizzes

Weekly Journals

Quarter writing projects
Learning plan - instructional
strategies

Writing workshops

Peer editing

Practice conversation in pairs and small groups

Repeat sounds and speech patterns after teacher

Listen to CD and repeat sounds

Use flashcards

Vocabulary Drills
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
Assessment evidence
& performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
How will my knowledge of English grammar help me understand Spanish grammar?

Students know all major parts of speech

Students retrieve all conjugations of verbs and apply the correct form

Students compare basic grammatical structures and syntax between languages.




Students demonstrate knowledge of pronouns: subject, direct object, indirect object,
prepositional.
Students demonstrate knowledge of verbs in present, future, conditional, preterit, imperfect,
present perfect and the imperative.
Students demonstrate knowledge of present and past subjunctive.
Students demonstrate knowledge of demonstrative adjectives and pronouns.

Level 4 Mid-year Exam

Level 4 Final Exam

Weekly Journals

Show-n-Tell
Learning plan instructional strategies

Drill

Text exercises

Worksheets

Writing workshops

Standard Deviant videos
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 4 Grade: 11, 12
2007 MLR:
I) Students identify common products of a culture(s) in which the target language is
spoken.
II) Students identify and explain the significance of objects used in daily life, works
of art, or historical artifacts that reflect the perspectives of a culture(s) in which the
target language is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
Student Skills (will be
able to do)
Student Knowledge
/ Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons
What’s it like growing up in a Spanish speaking country?

Students learn the differences between their own country and Spanish speaking countries
regarding language and culture

Students contrast cultures

Students distinguish how and why cultures are different

Students associate language with Spain and Hispanic America.

Students participate in cultural activities

Students read cultural literature, watch movies, etc. and reflect/connect material to their own
lives.
Assessment
evidence &
performance task
Learning plan - instructional
strategies

Artist Project

Christmas Caroling

Hispanos readings

Product Collage Project

Watch videos: Frida Khalo, Pablo Picasso, etc.

Research artists

Practice singing in class

Practice singing to other language classes

Listen to CD’s w/ authentic music

Read together in class and discuss artists
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 5 Grade: 12
2007 MLR:
Students express their own thoughts and
opinions about familiar topics and elicit the
thoughts and opinions of others by using
strings of sentences and/or short paragraphs.
Students of modern languages use
pronunciation and intonation patterns or use
appropriate non-manual markers (ASL),
which would be comprehensible to a native
speaker accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
Student Skills (will
be able to do)
Student Knowledge
/ Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit IA: Communication: Interpersonal
How will I have a conversation with a native speaker?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Students recognize accents from different Spanish-speaking countries

Students are able to exchange information using all tenses.

Students participate in extensive dialogues

Students are able to make and respond to complex commands
Assessment evidence &
performance task
Learning plan - instructional
strategies
Classroom Assessment – Formative - determined by Teacher
 Partner dialogues

Group discussions

Oral evaluation w/ teacher

Conversation activity w/ self-grading

Charlar Transparency speaking activities

Sentence practice on worksheets and orally

Book communication activities

Extensive vocabulary review

Verb conjugation practice

Practice commands by doing activities such as Simon Says

Practice on worksheets and orally
2007 MLR:
Students comprehend conversations, narratives,
and recorded material in familiar contexts that
are longer and/or more complex than those in
the 6-8 grade span.
1A: Every student will read, write, and speak effectively.
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student Knowledge
/ Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive
How will I respond to what I hear and interpret what I read in the target language?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Student recognize accents from different Spanish-speaking countries

Students understand authentic written passages in text and expanded readers.

Students demonstrate comprehension of selected samples of spoken language.

The Little Prince chapter tests

AP workbook listening and reading sections

Videos in Spanish

Hispanos reading activities
Learning plan instructional strategies

Do sample readings in class

Read w/ a partner and do a practice quiz together

Read dialog transcript while listening to CD

Listen to teacher/other students read material

Standard Deviant Video series
2007 MLR:
Students express their own thoughts to describe
and narrate in oral/signed and written
presentations using strings of sentences and/or
short paragraphs and with sufficient accuracy
in form and pronunciation that could be
understood by native speakers accustomed to
interacting with language learners.
1A: Every student will read, write, and speak effectively.
Student Skills (will be able to
do)
Student Knowledge
/ Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
Unit IC: Communication: Presentational
How will I speak and write effectively to a native speaker?

Students know appropriate vocabulary for a variety of common situations

Students retrieve all conjugations of verbs and apply the correct form

Student duplicate accents from different Spanish-speaking countries

Students write passages using proper paragraph form and a variety of tenses

Students present orally using strings of sentences on a familiar topic

Students produce appropriate sounds and speech patterns

Students be able to recognize and produce selective vocabulary

Students will be able to recognize and produce selective vocabulary
Assessment evidence &
performance task
Learning plan - instructional
strategies

Show-n-Tell

Song Memorizations

Vocabulary quizzes

Semester magazine project

AP essays

Weekly journals

Writing workshops

Peer editing

Practice conversation in pairs and small groups

Repeat sounds and speech patterns after teacher

Listen to CD and repeat sounds

Use flashcards

Vocabulary Drills
2007 MLR:
Students compare the target language with
English in order to better understand
language systems.
1A: Every student will read, write, and speak effectively.
Assessment evidence
& performance task
Student Skills (will be able
to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
How will my knowledge of English grammar help me understand Spanish grammar?

Students know parts of speech

Students retrieve all conjugations of verbs and apply the correct form



Students demonstrate knowledge of pronouns: subject, direct object, indirect object,
prepositional.
Students demonstrate knowledge of verbs in present, future, conditional, preterite, imperfect,
present perfect and the imperative.
Students demonstrate knowledge of present and past subjunctive.

Level 5 Mid-year Exam

Level 5 Final Exam

Weekly journals

Show-n-tell
Learning plan instructional strategies

Drill

Text exercises

AP Worksheets

Writing workshops

Standard Deviant videos
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Spanish 5 Grade: 12
2007 MLR:
Students identify and demonstrate basic
culturally-appropriate practices of daily life
within a culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
Student Skills (will be
able to do)
Student Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons
What’s it like growing up in a Spanish speaking country?

Students learn the differences between their own country and Spanish speaking countries
regarding language and culture

Students contrast cultures

Students distinguish how and why cultures are different

Students associate language with Spain and Hispanic America.

Students participate in cultural activities

Students read cultural literature, watch movies, etc. and reflect/connect material to their own
lives.
Assessment
evidence &
performance task
Learning plan - instructional
strategies

Like Water for Chocolate movie reaction paper

Christmas Caroling

Hispanos readings

Research Mexican culture relating to video

Research author

Practice singing in class

Practice singing to other language classes

Listen to CD’s w/ authentic music

Read together in class and discuss
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 1
Grade: 9-12
2007 MLR:
Students engage in simple
conversations to provide and obtain
information using learned phrases and
simple sentences.
1A: Every student will read, write, and speak effectively.

Students will describe events from ancient Rome.

Students will know basic forms of verbs, nouns, and related grammar.

Students will retrieve vocabulary appropriate for describing people and things including
personal information.

Students will be able to present and exchange information about past events relating to
ancient Rome.

Students will be able to express personal information using correct grammar.

Students will be able to describe people and things using correct grammar.
Assessment
evidence &
performance task
Student Knowledge /
Understandings
How will students effectively communicate orally and in writing in the target language?
Student Skills (will be
able to do)
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit I: Communication
Classroom Assessment – Formative - determined by Teacher
 Icon poster presentation to class
 “Esse” worksheet
 Cartoon character description
 Fictitious Roman story
Learning plan instructional
strategies




Research presentation
Practice presentation with a partner
Lecture
Drill & Practice
2007 MLR:
Students comprehend and respond to
simple spoken/signed and written
language in familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading in the target language?

Students will retrieve all grammar including verbs, nouns, and related forms
Student Skills (will
be able to do)
Students will know appropriate vocabulary for familiar topics

Student will understand written passages on familiar topics.

Student will answer questions from written passages.

Students will read and interpret simple and printed information.
Assessment
evidence &
performance task




Geography paragraph
Sicilia paragraph
Translations about history, culture, etc.
Learning plan instructional
strategies
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit IB: Communication: Interpretive




Cooperative Translation
Reading for Meaning
Discussion
Sample passages
2007 MLR:
Students use memorized words or
phrases and visuals in short oral/signed
presentations.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing?
Learning plan instructional
strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IC: Communication: Presentational


Students will know appropriate vocabulary

Students will repeat correct sounds and speech patterns

Students will describe people, places, and objects



Students will write passages on a familiar topic using complete sentences with correct
spelling.
Students will present orally on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to identify selective vocabulary.





Slavery activity
Icon poster presentation
Repetition of vocabulary words
Repetition of endings
Vocabulary quiz






Read for Meaning
Demonstrate sentence creation
Practice research presentation with a partner
Repeat teacher produced sounds
Listen to other students repeating sounds
Flashcards
Assessment
evidence &
performance task
Student Skills (will be able to
do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
2007 MLR:
Students recognize a variety of
similarities and differences between the
target language and English.
1A: Every student will read, write, and speak effectively.
How will students effectively demonstrate an understanding of the workings of the target language?

Students will know parts of speech

Students will retrieve all conjugations of verbs, declensions of nouns, and related
grammatical forms

Students will understand derivatives and word borrowing






Students will demonstrate knowledge of verbs in all 6 tenses
Students will recognize that nouns have gender, case, and number.
Students will demonstrate knowledge of nouns in all 5 declensions.
Students will demonstrate knowledge of grammatical structures and meaning. (word
order, verb tenses, gender, number, negation, agreement)
Students will recognize parts of speech and how they function in a second language
Students will demonstrate an understanding of derivation and word borrowing from
Latin.





Verb tests
1st declension practice sheet
Entrance exam
Grammar review
Vocabulary derivative homework
Learning plan instructional
strategies





Worksheets
Book exercises
Translation of passages
Discussion of grammar usage
Discussion of word meanings Latin and English
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 1
Grade: 9-12
2007 MLR:
Students identify and imitate basic
culturally-appropriate practices of a
culture(s) in which the target language is
spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons








Students will learn the differences between their own country and ancient Rome regarding
language, culture, and social practices
Students will know about Roman holidays
Students will identify the Roman Empire on a map
Students will associate language with dress and holidays of ancient Rome.
Students will identify and discuss cultural values and socially acceptable behaviors of ancient
Romans.
Students will identify and discuss social, political, and economic issues that affected ancient
Rome.
Students will be able to locate and label the Roman Empire on a world map.
Students will identify similarities and differences between dress, holiday, and food of another
culture and their own culture.




Saturnalia celebration
Empire Deck project
Slavery activity
Spartacus movie
Learning plan instructional
strategies
Research holiday customs
Research values and behaviors
Discussion
Fill in blank map of the empire
Prepare food, dress, etc. for celebration
PowerPoint presentation of Roman Life
Cultural movie
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 2
Grade: 10-12
2007 MLR:
Students engage in simple
conversations to provide and obtain
information using learned phrases and
simple sentences.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate orally and in writing in the target language?
Assessment
evidence &
performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit I: Communication




Students will understand compound questions and formulate responses.
Students will state information relating to ancient Rome.
Student will be able to present and exchange information about past events relating to ancient
Rome.
Student will be able to answer compound questions, describe, express, and respond.
Classroom Assessment – Formative - determined by Teacher


Quarter 1 project
Translation quiz
Learning plan instructional
strategies




Research events
Practice presentation with a partner
Translation
Discussion
Unit IB: Communication: Interpretive
Students comprehend and respond to
simple spoken/signed and written
language in familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading in the target language?
Learning plan instructional
strategies
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Students will know appropriate vocabulary for familiar topics
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Students will retrieve all grammar including verbs, nouns, and related forms
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Student will understand written passages on familiar topics.
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Student will answer questions from written passages.
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Students will read and interpret simple and printed information.
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:
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Hercules translation
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Hercules quiz
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Translate passages
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Discuss passages
2007 MLR:
Students use phrases and simple
sentences in rehearsed oral /signed and
written presentations on familiar topics.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing?
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Learning plan instructional strategies
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection
to mission / vision
Unit IC: Communication: Presentational
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Students will know appropriate vocabulary
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Students will repeat correct sounds and speech patterns
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Students will describe people, places, and objects
Students will write passages on a familiar topic using complete sentences with correct
spelling.
Students will present orally on a familiar topic.
Students will produce appropriate sounds and speech patterns.
Students will be able to recognize and produce selective vocabulary.
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Caesar Communication
Quarter 1 project
Caesar Reading
Vocabulary quiz
Translate passages to become familiar with topic
Demonstrate writing of passages
Research topic
Practice oral presentation with a partner
Repetition of teacher produced sounds
Listening to students produce sounds
Flashcards
Translate passage using vocabulary
2007 MLR:
Students compare the target language
with English in order to better
understand language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively demonstrate an understanding of the workings of the target language?
Student Skills (will
be able to do)
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
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
Assessment
evidence &
performance task
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
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Students will know parts of speech
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Students will retrieve all conjugations and moods of verbs, declensions of nouns, and
related grammatical forms
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Students will understand derivatives and word borrowing
Students will demonstrate knowledge of verbs in the subjunctive mood.
Students will demonstrate knowledge of irregular and deponent verbs.
Students will demonstrate knowledge of participles
Students will demonstrate knowledge of grammatical structures and meaning. (word order,
verb tenses, gender, number, negation, agreement)
Students will demonstrate knowledge of comparatives.
Students will demonstrate an understanding of derivation and word borrowing from Latin.
subjunctive test
deponent verb quiz
participles test
Hercules translation
Comparatives test
Vocabulary derivative homework
Learning plan instructional
strategies
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Worksheets
Book exercises
Translation of passages
Discussion of Latin and English word definitions
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 2
Grade: 10-12
2007 MLR:
Students identify and demonstrate basic
culturally-appropriate practices of daily
life within a culture(s) in which the target
language is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons
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Students will learn the differences between their own country and ancient Rome regarding
language, culture, and social practices
Students will know about Roman holidays
Students will identify the Roman Empire on a map
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Discuss cultural practices typical of children/young adults in ancient Rome.
Students will participate in cultural practices such as games, sports, entertainment, etc.
Identify and investigate the function of utilitarian products (i.e. household/holiday items,
food, tools, etc.) of ancient Rome.
Students will compare literature or art of ancient Rome with their own
Students will identify cultural practices and values relating to family, school, work, or play in
ancient Rome.
Demonstrate knowledge of the influence of Roman practices on their own culture
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Sight translation
School reading and questions
Game activity
Quarter 3 Project
Caesar vs. the generals
Marriage activity
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Learning plan instructional
strategies
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Readings for meaning
Demonstration of games and entertainment
Translate & discuss Latin literature
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Research & discuss culture, products
Share research and discuss
Demonstrate practices
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 3
Grade: 11-12
Unit I: Communication
Students engage in simple conversations
to provide and obtain information and to
express feelings and emotions by creating
simple sentences and/or strings of
sentences. Students of modern languages
use pronunciation and intonation patterns
or use appropriate non-manual markers
(ASL), which are comprehensible to
speakers accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate orally and in writing in the target language?
Student Skills (will be able to
do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:
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Students will understand compound questions and formulate responses.
Students will state information relating to ancient Rome.
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Student will be able to present and exchange information about past events relating to ancient
Rome.
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Student will be able to answer compound questions, describe, express, and respond.
Assessment
evidence &
performance task
Learning plan instructional
strategies
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Cicero presentation
Mid-term exam
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Research events
Practice presentation with a partner
Discussion of information in group
Demonstrate answers to questions
Unit IB: Communication: Interpretive
Students comprehend brief
conversations, narratives, and
recorded material in familiar contexts.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading in the target language?
Students will know appropriate vocabulary for familiar topics

Students will retrieve all grammar including verbs, nouns, and related forms
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
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Student will understand written passages on familiar topics.
Student will recognize grammar essential to understanding a reading.
Students will translate a narrative into English.
Assessment
evidence &
performance task
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Cicero Translation
Aulularia
Millionaire’s Dinner Party
Learning plan instructional
strategies
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:



Translate passages
Discuss passages
Book exercises
Unit IC: Communication: Presentational
Students use simple sentences and strings
of simple sentences to produce short
oral/signed and written presentations
based on familiar topics and including a
level of accuracy in form and
pronunciation that could be understood by
speakers accustomed to interacting with
language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:
Students will recall vocabulary and grammar necessary to translate
Students will know how to pronounce Latin words
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Students will use short paragraphs to summarize content.
Students will write an explanation supporting an opinion.
Students will describe past events of public interest.
Students will read aloud from an adapted text.
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Translation
Mid-term exam
Cicero project
Read Aulularia aloud
Learning plan instructional
strategies
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Translate passage
Discuss translation with small group
Demonstrate explanation of opinion
Listen to teacher and classmates read aloud
Read adapted text aloud practicing correct pronunciation
2007 MLR:
Students compare the target language
with English in order to better
understand language systems.
1A: Every student will read, write, and speak effectively.
How will students effectively demonstrate an understanding of the workings of the target language?

Students will study idioms in Latin that do not translate directly into English
Student Skills (will
be able to do)
Students will retrieve all conjugations and moods of verbs, declensions of nouns, and
related grammatical forms

Students will demonstrate awareness of phrases, idioms, etc. that do not translate directly.

Students will recognize forms of grammar and how they function in Latin.

Students will demonstrate knowledge of the relationship between grammar and meaning.
Assessment
evidence &
performance task
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
Idioms Test
Translation
Learning plan instructional
strategies
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
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Worksheets
Translation of passage
Book exercises
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 3
Grade: 11-12
2007 MLR:
Students describe practices of a
culture(s) and perspectives of a
culture(s) in which the target language
is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit II: Cultures: Practices, Perspectives and Comparisons
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Students will learn the differences between their own country and ancient Rome regarding
language, culture, and social practices
Students will read satirical works of ancient Rome
Students will read poetry and mythology of ancient Rome
Students will experience the arts of another culture and discuss their meanings
Students will identify and discuss cultural values and socially acceptable behaviors of ancient
Rome.
Students will identify social, political, and economic issues that affect Roman society.
Students will demonstrate awareness of Roman cultural practices and values and compare
them to their own.
Demonstrate an understanding of the way products define a culture and influence other
cultures.
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Translate poems, myths
Discussion
Research Roman culture
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Compare to American culture
Learning plan instructional
strategies
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Horace & Catullus test
Satire Project
Poetry readings
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 4
Grade: 12
2007 MLR:
Students express their own thoughts and
opinions about familiar topics and elicit
the thoughts and opinions of others by
using strings of sentences and/or short
paragraphs.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate orally and in writing in the target language?
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Students will recall information about ancient Rome
Students will quote the Aeneid and Illiad
Student Skills (will
be able to do)

Student will be able to present and exchange information about past events relating to ancient
Rome.

Student will be able to answer compound questions, describe, express, and respond.
Assessment
evidence &
performance task
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards)
& Connection to mission / vision
Unit I: Communication
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Research Presentation
Compare Aeneid to Illiad
Learning plan instructional
strategies
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Research events
Practice presentation with a partner
Discussion of information in group
Demonstrate answers to questions
Unit IB: Communication: Interpretive
Students comprehend conversations,
narratives, and recorded material in
familiar contexts that are longer and/or
more complex than those in the 6-8 grade
span.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through reading in the target language?
Students will know appropriate vocabulary for familiar topics

Students will retrieve all grammar including verbs, nouns, and related forms



Student will understand written passages on familiar topics.
Student will recognize grammar essential to understanding a reading.
Students will translate a narrative into English.
Assessment
evidence &
performance task


The Aeneid translation
Learning plan instructional
strategies
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:

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
Translate passages
Discuss passages
Worksheets
Read passages in English
Unit IC: Communication: Presentational
Students express their own thoughts to
describe and narrate in oral/signed and
written presentations using strings of
sentences and/or short paragraphs and
with sufficient accuracy in form and
pronunciation that could be understood by
native speakers accustomed to interacting
with language learners.
1A: Every student will read, write, and speak effectively.
How will students effectively communicate through speaking and writing?
Assessment
evidence &
performance task
Student Skills (will
be able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLR-standards) &
Connection to mission / vision
2007 MLR:


Students will recall vocabulary and grammar necessary to translate
Students will know how to pronounce Latin words



Students will use short paragraphs to summarize content.
Students will write an explanation supporting an opinion.
Students will describe past events of public interest
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
Journal
Did Vergil steal the Illiad?
What’s true about the Trojan War?
Learning plan instructional
strategies
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Translate passage
Discuss translation with small group
Research topic
Discuss to formulate opinion
2007 MLR:
Students use their understanding of the
nature of language to enhance their
communication in the target language.
1A: Every student will read, write, and speak effectively.
How will students effectively demonstrate an understanding of the workings of the target language?
Students will retrieve all conjugations and moods of verbs, declensions of nouns, and
related grammatical forms

Students will study idioms in Latin that do not translate directly into English

Students will demonstrate awareness of phrases, idioms, etc. that do not translate directly.

Students will recognize forms of grammar and how they function in Latin.

Students will demonstrate knowledge of the relationship between grammar and meaning.


Idioms in the Aeneid
Translation
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
Translation of passage
Identify and discuss idioms
Learning plan instructional
strategies
Student Skills (will
be able to do)

Assessment
evidence &
performance task
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
Unit ID: Communication: Language Comparisons
Curriculum Map
Outline of Course of Study – Windham High School
Subject: Latin 4
Grade: 12
Unit II: Cultures: Practices, Perspectives and Comparisons
Students identify and explain how
perspectives of a culture(s) are related to
cultural practices of a culture(s) in which
the target language is spoken.
2A: Every student will have multiple opportunities to understand the connection between
his/her own behaviors and their impact on others.
How will students be aware of and have an understanding of different cultures?
Assessment
evidence &
performance task
Student Skills (will be
able to do)
Student
Knowledge /
Understandings
Essential
Question(s)
Established Goals (MLRstandards) & Connection to
mission / vision
2007 MLR:

Students will learn the differences between their own country and ancient Rome regarding
language, culture, and social practices

Students will read poetry and mythology of ancient Rome

Students will experience the arts of another culture and discuss their meanings
Students will identify and discuss cultural values and socially acceptable behaviors of ancient
Rome.
Students will identify social, political, and economic issues that affect Roman society.
Students will demonstrate awareness of Roman cultural practices and values and compare
them to their own.
Demonstrate an understanding of the way products define a culture and influence other
cultures.
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




Aeneid translation
Epic Hero
Founder of Rome
Learning plan instructional
strategies
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Discuss heroism in Roman culture
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Discuss heroism in our culture
Research epic poetry
Identify epics in our culture