Curriculum Scope & Sequence – Foreign Language
Grade: 9-12 – Spanish I
Texts: Expresate! Holt, Rinehart, and Winston (2008)
General Goals: To provide the opportunity to learn and appreciate the culture and language of the Spanish-speaking world; speak, listen, read and write Spanish in the classroom setting
Goals By Term
Term 1:
Chapter 1 – Spain, greetings and goodbyes, numbers, “ser”, punctuation, the alphabet
Chapter 2 – Puerto Rico, describing friends, likes and dislikes, gender and adjective agreement, nouns and definite articles, “de”
Chapter 3 – Texas, sports and hobbies, everyday activities, pronouns after prepositions, “querer” + infinitive, regular –“ar” verbs, weather expressions
Term 2:
Chapter 3 continued – Family tree, “Me gusta..” oral and written presentation
Chapter 4 – Costa Rica, school life, indefinite articles, “tener”, “vendir”, “ir a” + infinitives, regular and irregular –“er” and –“ir” verbs, tag questions
Chapter 5 – Chile, family life and chores and responsibilities, possessive adjectives, stem-changing verbs, “estar” + prepositions, negation, “tocar” and “parecer”
Term 3:
Mexican and restaurant conversation group presentations
Chapter 6 – Mexico, food and restaurants, “ser” vs. “estar”, stem-changing verbs, direct objects and direct object pronouns, affirmative informal commands with pronouns
Chapter 7 – Argentina, daily routines and healthy habits, verbs + reflexive pronouns, infinitives, stem-changing verbs, “estar, sentirse, and tener”, negative informal commands, objective and reflexive pronouns with commands
Chapter 8 – Florida, shopping, “costar”, numbers to one million, demonstrative adjectives and comparisions, “quedar”, preterite forms of –“ar” verbs, -“ir” verbs with reflexive pronouns
Term 4:
Favorite holiday written and oral presentations
Finish Chapter 8
Chapter 9 – Dominican Republic, holidays, preterite form of –“ar”, -“er”, and –“ir” verbs, “pensar que” and “pensar” with infinitives, direct object pronouns, “conocer” and personal “a”, present progressive
Chapter 10 – Peru; travel; preterite of regular verbs, -“car”, -“gar’, and –“zar” verbs, and “hacer”; informal commands, direct object pronouns, verbs + infinitives
Grade: 10-12 – Spanish II
Texts: Expresate II! Holt, Rinehart, and Winston (2008)
General Goals: To provide daily opportunities for students to grow in their ability and confidence to communicate by speaking, listening, reading and writing in Spanish
Goals By Term
Term 1:
Chapter 1 – La Ciudad de México, family and friends, nouns, adjectives, “gustar”, likes and dislikes, present tense, verbs with reflexive pronouns, “tener” idioms, verbs + infinitives, present progressives, “ir” + infinitives, informal commands and direct object pronouns
Chapter 2 – Cuzco, Perú, neighborhoods, indirect objects and indirect object pronouns, present tense of “dar” and “decir”, “saber” and “conocer”, uses of “ser” and adjectives of nationality, “ser” vs. “estar”, expressions + infinitives, preterite of “hacer”, “ir”, and –“ar”, -“er”, and –“ir” verbs
Chapter 3 – Santo Domingo, República Dominicana, towns and cities, impersonal “se” and passive “se”, preterite of “conocer”, –“car”, -“gar”, and –“zar” verbs, irregular preterits, irregular formal commands, commands + pronouns and informal commands
Term 2:
Finish Chapter 3
Chapter 4 –Miami, Florida, staying in shape, irregular preterites of “ponerse, decir, ser, and estar”, preterite of stem-changing –“ir” verbs, verbs with reflexive pronouns and direct objects, past participles used as adjectives, preterite of verbs like “caer”
Chapter 5 – San José, Costa Rica, daily routines/ hobbies and interests, preterite of “poder” and “traer”, verbs with reflexive pronouns, possessive pronouns, negative expressions and ninguno(a), “hace” + time expressions, “pero” and “sino”
Term 3:
Student project – “los pasatiempos” (poster and oral presentation); “Cuando era niño/a presentación de la juventud”
Chapter 6 –Segovia, España, expressing the past, imperfect of regular verbs, imperfect of “ir” and “ver”, verbs with reciprocal action, imperfect of “ser” and “haber”, preterite with mental and emotional states, preterite of “creer, leer, construir, oir”
Chapter 7 –San Juan, Puerto Rico, food and diet, food presentation including ingredients and preparation steps, double object pronouns, commands with double object pronouns, adverbs, imperfect tense, past participles as adjectives
Chapter 8 –Santiago, Chile; shopping, imperfect and preterite, “ir a” + infinitive with the imperfect and preterite, comparatives and superlatives, “por” and “para”, demonstrative adjectives, adverbs of place, adjectives as nouns
Term 4:
“La Moda de NCA presentation”
Finish Chapter 8
Chapter 9 –El Paso, Texas; weather and outdoor activities, comparatives with quantities, adjectives as nouns, preterite and imperfect to tell a story, subjunctive mood for hopes and wishes, subjunctive of stem-changing –“ir” and irregular verbs, future tense
Chapter 10 – Buenos Aires, Argentina; vacation, Present perfect and irregular past participles, subjunctive for giving advice and opinions, subjunctive of –“car”, -“gar”, -“zar”, -“ger”, and –“guir” verbs, review of all verb tenses
Grade: 9-12 – French I
Texts: Encore Tricolore 1 Nouvelle Édition (2000)
General Goals: To provide an introduction to the French language and culture and to teach basic vocabulary and grammar for every day situations
Goals By Term
Term 1:
Unit 1 – Greetings and classroom commands, introducing yourself, identifying people, asking “How are you?”, numbers and ages, identifying classroom objects, discussing quantity
Grammar: using numbers 1-20, introduction to gender
Unit 2 – Introduction to La Rochelle, saying where you live and asking people where they live, using different ways of saying “in”, using numbers up to 30, more classroom objects
Grammar: “en/au/dans” (+ country, etc.), “Combien? Il y a”…, introduction to the negative, singular and plural, “ce sont des” (+ plural noun)
Term 2:
Unit 3 –talking about the family and family relationships, your possessions, days of the week, saying who things belong to, describing rooms in the house, saying where things are
Grammar: Using third person singular, masculine and feminine articles, using “tu as”, “j’ai”, “je suis”, possessive adjectives (“mon, ma, mes, ton, ta, tes”), “C’est le/la” (+noun) “de” (+ name), prepositions –“dans, sur, sous”, singular paradigm of verb “être”
Unit 4 – talking about animals and pets, describing animals and other things, colours, spelling names, asking questions, expressing likes and dislikes
Grammar: adjectives (masculine and feminine singular), using “Est-ce que”…? and other question forms, using the singular paradigm of “avoir”, using “tu” and “vous”
Unit 5 – months of the year, asking for and giving the date, discussing important events in the year, understanding and giving greetings, talking about clothes, talking about birthdays and presents, describing presents
Grammar: present tense of “être”, plural of nouns, agreement of adjectives (singular and plural), present tense of “avoir”
Term 3:
Unit 6 –talking about the weather, talking about the temperature and seasons, talking about sports and other leisure activities
Grammar: Numbers 0-100, letters and accents, present tense of “jouer”, other –“er” verbs, pronoun “on”
Unit 7 – talking about places in a town, asking for tourist information, asking for directions if places are far away, understanding directions and information about distance, where you are going, where things are
Grammar: prepositions, present tense of “aller”
Unit 8 – telling the time (full hours, quarter, half hours, and all expressions), describing a typical day, talking about school subjects and opinions
Grammar: “manger”, “commencer”, possessive adjectives singular and plural
Term 4:
Finish Unit 8
Unit 9 –describing food and drink for a main meal, talking about breakfast, eating with a family, accepting or declining food, expressing likes and dislikes, talking about vegetarianism
Grammar: the partitive article, present tense of “prendre”, the negative
Unit 10 – talking about sports, music, and other activities, discussing leisure activities and expressing opinions, helping at home, giving reasons and opinions, using the 24 hour clock, describing an ideal day
Grammar: present tense of “faire”, “jouer à”, “jouer de”, using a verb + infinitive, possessive adjectives
Additional Information:
Students will chose a French name to be used in class for the duration of the year and in French II, if applicable. Students will maintain a Dossier Personnel once introduced in the course that will be graded each midterm and end of term.
Grade: 10-12 – French II
Texts: Encore Tricolore 2 Nouvelle Édition
General Goals: To build on the vocabulary and grammar learned in French I.
Goals By Term
Term 1:
Unit 1 – Greetings and classroom commands, introducing yourself, identifying people, asking “How are you?”, numbers and ages, identifying classroom objects, discussing quantity
Unit 2 – Introduction to La Rochelle, saying where you live and asking people where they live, using different ways of saying “in”, using numbers up to 30, more classroom objects
Unit 3 – talking about the family and family relationships, your possessions, days of the week, saying who things belong to, describing rooms in the house, saying where things are
Term 2:
Unit 4 – talking about animals and pets, describing animals and other things, colours, spelling names, asking questions, expressing likes and dislikes
Unit 5 – months of the year, asking for and giving the date, discussing important events in the year, understanding and giving greetings, talking about clothes, talking about birthdays and presents, describing presents
Term 3:
Unit 6 – talking about the weather, talking about the temperature and seasons, talking about sports and other leisure activities
Unit 7 – talking about places in a town, asking for tourist information, asking for directions if places are far away, understanding directions and information about distance, where you are going, where things are
Unit 8 – telling the time (full hours, quarter, half hours, and all expressions), describing a typical day, talking about school subjects and opinions
Term 4:
Unit 9 – describing food and drink for a main meal, talking about breakfast, eating with a family, accepting or declining food, expressing likes and dislikes, talking about vegetarianism
Unit 10 – talking about sports, music, and other activities, discussing leisure activities and expressing opinions, helping at home, giving reasons and opinions, using the 24 hour clock, describing an ideal day
Additional Information:
Chapter topics correspond to Encore Tricolore 1 Nouvelle Édition but with greater depth.
The teacher may have the students plan a trip to France using on-line sources and SNCF schedules, including finding hotels, activities on a budget. This project will be submitted in written form.
