Middle School Language Curriculum

The Lovett School

Language Curriculum

World Languages 6​th​ Grade Course Description This course gives sixth-grade students the opportunity to explore different languages and cultures. The course’s objectives are to create an awareness of language as a vehicle of communication, to introduce the functional purpose of language study, to present the sounds and written systems of other languages, to instill an appreciation of other peoples and cultures, and to provide the motivation to learn other languages. After an introductory unit, students study all four languages offered at Lovett, ie. Chinese, French, Latin, and Spanish.

Essential Questions(bolded for pre-post growth measure with final reflection) Why communicate in languages other than English?

Why gain knowledge and understanding of other cultures?

Why develop insight into the nature of language and culture?

Why step into someone else’s shoes? Why is it important to develop empathy for others?

Why connect with other disciplines and acquire information? (consider removing?)

Why participate in multilingual communities at home and around the world?

Why communicate in French, Spanish and Chinese?

How can Latin language help me understand the mechanics of English, Spanish and French?

What basic Chinese language do I need that will lead to a basic, meaningful conversation?

Skills Benchmarks Students will be able to…

1. Present information, concepts, and ideas to an audience of listeners and readers on a variety of topics.

2. Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied in our school.

3. Reinforce and further their knowledge of other disciplines through the foreign language.

4. Demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

5. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

6. Consider adding a skill benchmark related to the Empathy unit.

Units Introductory unit This unit​ ​focuses on the nature of language and culture and gives students an opportunity to explore connections between their own language and languages taught at Lovett. It addresses issues relating to cultural stereotypes as students can compare their own cultures with the cultures of various countries.

Language units: 1. Latin 2. French 3. Spanish 4. Chinese These units are taught by specialists, or in collaboration with specialists for Latin. The Latin unit is planned in collaboration with the Latin teacher and taught by all World Languages teachers. While the lessons will reflect the specific language and culture studied, there will be the same Essential Questions for each one. These units include a language component with a focus on grammar as students reinforce their knowledge of parts of speech in their own language through the study of other languages. The second part of the language unit focuses on culture as students complete a collaborative project using web 2.0 tools to identify and evaluate the relationship between the different products and perspectives of the culture. Within the general guidelines, students select a topic of interest and post their research in various outlets (i.e., Google Slides, Photobooth, Posters) and share it with their peers. Students hypothesize about the relationship between cultural perspectives and practices (i.e. holidays and celebrations) by analyzing selected practices from the target cultures and their own.

Assessment 1.

Language quizzes 2.

Projects 3.

Variety of speaking, writing, listening, and reading assessments 4.

Citizens of the world colloquium (Students collaborate in small groups to create a media presentation synthesizing all they have learned about languages, cultures and empathy.

They will be assessed on creativity and critical thinking abilities. Rubrics will be used to evaluate students.

Textbook Teachers’ workbook

French I 7​th​ Grade Course Description The first level of study is designed for students who are interested in a more challenging and fast-paced language class. Students at this level are presented with an introduction to the basic structures of the language and will complete Level I French. Students focus on the four skill areas of listening, speaking, reading, and writing. From early on in the course, students practice all four skills, both individually and collaboratively. Class activities incorporate authentic texts such as newspapers, advertisements, magazines, songs, and videos, semi-authentic texts such as novels and children’s stories, as well as teacher-prepared texts in order to challenge students to think critically. In writing and speaking, students focus on the three modes of communication: interpersonal, interpretive, and presentational. Culture is fully integrated into the class. There is also an emphasis on the diverse cultures of the Francophone world. This course is a prerequisite for French II. Essential Questions ● Why communicate in languages other than English? ● Why gain knowledge and understanding of other cultures? ● Why connect with other disciplines and acquire information? ● Why develop insight into the nature of language and culture? ● Why participate in multilingual communities at home and around the world?

Skills Benchmarks 1. Exchange simple spoken and written information in French.

2. Conduct brief oral and written exchanges in French.

3. Demonstrate an understanding of simple spoken and written language presented through a variety of media in French, based on a variety of topics.

4. Interpret verbal and nonverbal cues to understand simple spoken and written messages in French.

5. Present information orally and in writing containing a variety of vocabulary, phrases, and patterns.

6. Identify perspectives, practices, and products of Francophone cultures where French is spoken.

7. Use information acquired in French and information acquired in other subject areas to reinforce one another.

8. Discuss the significance of culture through comparisons of the Francophone cultures studied and the students’ own culture.

9. Compare basic elements of French to the English language.

10. Recognize current events in the francophone world.

11. Identify situations and resources in which the language skills and cultural knowledge may be applied beyond the classroom.

12. Students will be able to use: VERBS: present tense, future proche, and intro to the passé composé (using ​avoir​ with regular verbs and faire; using ​être​ with aller) regular: -er, -ir, -re, groups like manger, commencer, s’appeler, acheter irregulars: être, aller, avoir, faire, mettre, prendre, sortir, partir, dormir, lire, dire, écrire, venir idiomatic expressions with ​avoir​ and ​faire PREPOSITIONS: à + def. art., de + def. art., chez, prepositions of place, intro to prepositions followed by geographical location ARTICLES: definite, indefinite, partitive, possessive adjectives, demonstrative adjectives PRONOUNS: subject pronouns ADJECTIVES: agreement of regular adjectives; placement of adjectives in the sentence NEGATIVES: pas, jamais, rien, plus, personne; “de” after a negative verb Units Intro Unit Les Aventures d’Isabelle Halloween Unit Pirates des Caraïbes Monde Francophone Presque Mort Living Museum Project Novels MyLion Topic Sites Assessment ● Tests and quizzes ● In-class assessments: dictations, listening activities ● Short writing assignments ● Oral presentations ● Living Museum (This project challenges students to create a media production and assume the identity of a famous francophone. They will be assessed on creativity and critical thinking abilities as they collaborate with classmates and interact with native speakers and experts in French history. Rubrics will be used to evaluate students.)

French IA 7​th​ Grade Course Description The first year of study presents the student with an introduction to the basic structure of the language and covers half of a traditional Level I course. Students focus on the four skill areas of listening, speaking, reading, and writing. From early in the course, students practice all four skills, both individually and collaboratively. Class activities incorporate authentic texts such as newspapers, advertisements, magazines, songs, and videos, semi-authentic texts such as novels and children’s stories, as well as teacher-prepared texts in order to challenge students to think critically. In writing and speaking, students focus on the three modes of communication: interpersonal, interpretive, and presentational. Culture is fully integrated into the class. There is also an emphasis on the diverse cultures of the Francophone world. The work completed in this course reflects Lovett’s vision for learning. This course is a prerequisite for French IB. Essential Questions ● Why communicate in languages other than English? ● Why gain knowledge and understanding of other cultures? ● Why connect with other disciplines and acquire information? ● Why develop insight into the nature of language and culture? ● Why participate in multilingual communities at home and around the world?

Skills Benchmarks 1. Exchange simple spoken and written information in French.

2. Conduct brief oral and written exchanges in French.

3. Demonstrate an understanding of simple spoken and written language presented through a variety of media in French, based on a variety of topics.

4. Interpret verbal and nonverbal cues to understand simple spoken and written messages in French.

5. Present information orally and in writing containing a variety of vocabulary, phrases, and patterns.

6. Identify perspectives, practices, and products of Francophone cultures.

7. Use information acquired in French and information acquired in other subject areas to reinforce one another.

8. Discuss the significance of culture through comparisons of the Francophone cultures studied and the students’ own culture.

9. Compare basic elements of French to the English language.

10. Recognize current events in the francophone world.

11. Identify situations and resources in which the language skills and cultural knowledge may be applied beyond the classroom.

12. Students will be able to use the following grammar points, in context: ● Verb Tenses: present, near future ● Regular Verbs: -er, -ir, -re, groups like manger, commencer, s’appeler, acheter ● Irregular Verbs: être, aller, avoir, faire, mettre, prendre, sortir, partir, dormir, lire, dire, écrire, venir ● idiomatic expressions with ​avoir​ and ​faire ● Prepositions: à + def. art., de + def. art., chez, prepositions of place, intro to prepositions followed by geographical location ● Articles: definite, indefinite, partitive, possessive adjectives, demonstrative adjectives ● Pronouns: subject pronouns ● Adjectives: agreement of regular adjectives; placement of adjectives in the sentence ● Negation: ne/pas, jamais, rien, plus, personne; “de” after a negative verb Units Intro Unit Les Aventures d’Isabelle Pirates des Caraïbes Monde Francophone Pauvre Anne Living Museum Project Novels MyLion Topic Sites Assessment ● Tests and quizzes ● In-class assessments: dictations, listening activities ● Short writing assignments ● Oral presentations ● Living Museum (This project challenges students to create a media production and assume the identity of a famous francophone. They will be assessed on creativity and critical thinking abilities as they collaborate with classmates and interact with native speakers and experts in French history. Rubrics will be used to evaluate students.) ● Fall and Spring Final Exams Textbook Teacher produced stories, handouts, and novels.

French IB 8​th​ Grade Course Description The second year of French study is a continuation of French IA and a completion of the French I course. This class focuses on expanding vocabulary and acquiring new grammar competencies through the four skill areas of listening, speaking, reading, and writing. Class activities incorporate authentic texts such as newspapers, advertisements, magazines, songs, and videos, semi-authentic texts such as novels and children’s stories, as well as teacher-prepared texts in order to challenge students to think critically. In writing and speaking, students focus on the three modes of communication: interpersonal, interpretive, and presentational. Students continue to work both individually and collaboratively, with class participation remaining an essential part of the class. Culture is fully integrated into the class with an emphasis on the diverse cultures of the Francophone world. The work completed in this course reflects Lovett’s vision for learning. This course is a preparation and prerequisite for French II or French II Honors in the Upper School.

Essential Questions ● Why communicate in languages other than English? ● Why gain knowledge and understanding of other cultures? ● Why connect with other disciplines and acquire information? ● Why develop insight into the nature of language and culture? ● Why participate in multilingual communities at home and around the world?

Skills Benchmarks 1. Exchange simple spoken and written information in French.

2. Conduct brief oral and written exchanges in French.

3. Demonstrate an understanding of simple spoken and written language presented through a variety of media in French, based on a variety of topics.

4. Interpret verbal and nonverbal cues to understand simple spoken and written messages in French.

5. Present information orally and in writing containing a variety of vocabulary, phrases, and patterns.

6. Identify perspectives, practices, and products of Francophone cultures.

7. Use information acquired in French and information acquired in other subject areas to reinforce one another.

8. Discuss the significance of culture through comparisons of the Francophone cultures studied and the students’ own culture.

9. Compare basic elements of French to the English language.

10. Recognize current events in the francophone world.

11. Identify situations and resources in which the language skills and cultural knowledge may be applied beyond the classroom.

12. Students will be able to use:

VERBS: present tense, future proche, and intro to the passé composé (using ​avoir​ with regular verbs and faire; using ​être​ with aller) regular: -er, -ir, -re, groups like manger, commencer, s’appeler, acheter irregulars: être, aller, avoir, faire, mettre, prendre, sortir, partir, dormir, lire, dire, écrire, venir and idiomatic expressions with ​avoir​ and ​faire PREPOSITIONS: à + def. art., de + def. art., chez, prepositions of place, intro to prepositions followed by geographical location ARTICLES: definite, indefinite, partitive, possessive adjectives, demonstrative adjectives PRONOUNS: subject pronouns ADJECTIVES: agreement of regular adjectives; placement of adjectives in the sentence NEGATIVES: pas, jamais, rien, plus, personne; “de” after a negative verb Units 1.

2.

3.

4.

Teacher-generated readings Teacher/students generated stories Projects linked to the novel studied in class and cultural facts Class Novels a. Brandon Brown à la Conquête du Québec b. Le Nouvel Houdini c. Le Voyage de sa Vie 5. MyLion Topic sites

Assessment 1. Tests and quizzes 2. In-class assessments: dictations, listening activities 3. Short writing assignments 4. Oral presentations 5. Les Césars - A French equivalent to the Oscars (This project challenges students to create a media production to advertise a movie based on one of the novels they read in class. They will be assessed on creativity and critical thinking abilities as they collaborate with classmates and interact with native speakers. Rubrics will be used to evaluate students.)

6. Fall and spring semester exams Textbook Teacher produced stories, handouts, and novels.

French II Advanced 8​th​ grade Course Description The second level of study emphasizes the continued development of listening and reading skills, with increased attention given to the development of speaking and writing skills. Class discussions and grammar explanations are mostly conducted in the target language. Class activities incorporate authentic and semi-authentic texts, as well as teacher-prepared texts. More complicated texts are introduced to further enhance students’ reading skills and to develop their analytical skills in the target language through discussions and written compositions. All basic level II grammar concepts are introduced, including the passé composé and the imperfect tenses. ​ Culture is fully integrated into the class with an emphasis on the diverse cultures of the Francophone world. The work completed in this course reflects Lovett’s vision for learning.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

4. Why develop insight into the nature of language and culture?

5. Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks Students will be able to use the following grammar points, in context: ● Verbs ○ Review of present tense and immediate future ○ Introduction of new irregular verbs: devoir, ouvrir, s’asseoir, mettre, servir, sentir, mentir, venir, savoir, and connaître ○ Passé composé with both “être” and “avoir” as helping verbs ○ Reflexive verbs ○ Imperfect tense ○ Immediate past with “venir de” ○ Verb expressions (être en train de, avoir l’air) ○ Savoir v. connaître ● Articles ○ Review of partitive articles ○ Review of possessive adjectives ○ Demonstrative adjectives ● Adjectives ○ Review of descriptive adjectives, including the BAGS adjectives ○ Adjective agreement ○ Comparatives ○ Superlatives

● Negatives ○ Pas, jamais, rien, plus, personne, que ● Pronouns ○ Indirect object pronouns ○ Direct object pronouns ○ Double object pronouns ○ Relative pronouns ○ y ○ en Units 1.

2.

3.

4.

5.

6.

7.

8.

Review Déjeuner du Matin ​(passé composé) What happened? (passé composé) Le Nouvel Houdini Les Mauvaises Aventures de Katie My typical day (reflexives) Oktapodi (passé composé & the imperfect) Le Vol des Oiseaux

Assessment 1. Tests and quizzes 2. In-class assessments: dictations, listening activities 3. Short writing assignments 4. Oral presentations 5. Final Exam Assessment example: A day in the Life...

This assessment encourages students to think critically as they use the reflexive verbs to describe a typical day in the life of a famous celebrity. They must clearly communicate and show creativity in their application of new knowledge. Students collaborate together in writing this essay. This assessment addresses the skills benchmark of reflexive verbs, adjectives, pronouns, and passé composé.

Resources Short novels a. Le Nouvel Houdini b. Le Vol des Oiseaux Teacher-generated readings and stories, written based on Comprehensible Input strategies and best practices Authentic songs, children’s books, short stories, poems, and other texts Señor Wooly Free Reading novels

Latin IA grade 7 Course Description The first year of Latin is an introduction to the reading of Latin. The course emphasizes Latin grammar (first three declensions of nouns and all six tenses of verbs in the active voice, indicative mood), syntax, vocabulary, and English derivatives so that each student can successfully read and translate Latin passages. The course also touches on Roman daily life, history, and mythology.

Essential Questions ● What can we learn from ancient Rome that is meaningful today? ● How can we encounter classical Rome across time, distance, language? ● What can the inflected and highly regular language Latin teach us about the structure of English? ● How can becoming a better reader and writer elevate our daily use of language?

Skills Benchmarks ● Read Latin stories with accuracy with familiar vocabulary, using all six cases of nouns and six tenses of verbs (active voice). ● Memorize and identify all forms of vocabulary specified for this purpose. ● Give a synopsis of any regular verb in the active voice, all 6 tenses, indicative, if the principal parts and meaning are given. Do the same with irregular verbs: sum, possum and fero. ● Recognize and write present active imperative singular and plural and present active infinitive. ● Decline any noun of 1​st​, 2​nd​, 3​rd​ declension, given nom. sg. and gen. sg. forms. ● Differentiate between adjectives of the 1​st​/ 2nd declension and 3​rd​ declension. Pair with a noun and decline or give the requested form. ● Nominative usages: write, recognize, translate subjects and subject complements. ● Genitive usage: write, recognize, translate possession. ● Dative usage: write, recognize, translate indirect objects. ● Accusative usages: write, recognize, translate direct objects and objects of common prepositions. ● Ablative usages: write, recognize, translate time when, manner, means. ● Prepositions: distinguish between prepositions taking accusative (ad, in, per, prope) and ablative (in, sub, ex, cum) and apply appropriate endings to objects. ● Generate and respond to Latin questions with –ne, cur, ubi, quis, quid ● English to Latin Composition: write full Latin sentences from given English, using mastered vocabulary from packet lists and appropriate endings for all 6 cases (nom. gen., dat., acc., abl., voc..) and all 6 tenses (active voice). ● Locate major cities and provinces of the early Roman Empire. ● Identify and place in context basic elements of a Roman household, family, dress, and daily life. ● Associate major Greek and Roman deities with their attributes and domains.

Assessment ● Weekly short Vocabulary Quizzes ● Translation Quizzes of previously seen passages with permitted vocabulary lists prepared individually by each student ● Grammar and Translation Test comprising of seen passages with no prepared vocabulary, questions about the passage, grammar forms (memorization), possible English to Latin sentences over required vocabulary ● Vocabulary Test ● Homework ● Alternative assessment (reading and translating unseen passages aloud in class or in partners or small groups; feedback provided regarding accuracy.) ● Discussion evaluation of literary aspects of a story, such as word choice, plot twists, word order, sound, characterization ● Cumulative Semester Exam comprising item types from all of the above Textbooks and Resources Ecce Romani I (4​th​ Edition, published by Prentice Hall) -teacher published workbook Latin word lists: for first, second and third years with English meanings by John Colby (public domain)

Latin IB grade 8 Advanced Course Description The second year of Latin continues the skill acquisition of reading Latin, as well as selected grammar topics and vocabulary lists. The course also touches on Roman daily life, history, and mythology.

Essential Questions ● What can we learn from ancient Rome that is meaningful today? ● What can we acquire of modern literary theory about reader response to an ancient text? ● How can our interaction with the text and each other, as we read together, inspire our experience? ● What can the inflected and highly regular language Latin teach us about the structure of English? ● How can becoming a better reader and writer elevate our daily use of language?

Skills Benchmarks 1.

Read Latin stories with accuracy with familiar vocabulary, using all six cases of nouns and six tenses of verbs (active and passive voices).

2.

Memorize and identify all forms of vocabulary specified for this purpose.

3.

Give a synopsis of any regular verb, with English meanings, in the active and passive voices, all 6 tenses, indicative, if the principal parts and meaning are given.

4.

Distinguish between active and passive voice verbs in Latin and English.

5.

Write present active and passive infinitives in Latin and English.

6.

Decline any noun of 1​st​, 2​nd​, 3​rd,​, 4​th​, 5​th​ declension, given nom. sg. and gen. sg. forms.

7.

Use personal pronouns of 1​st​, 2​nd​, 3​rd​ person (reflexive and non-reflexive) with corresponding possessive adjectives. Nominative usages -- write, recognize, translate subjects and subject complements.

8.

Genitive usage -- write, recognize, translate partitives.

9.

Dative usage – write, recognize, translate references with impersonal verbs and objects with compound verbs.

10. Ablative usages -- write, recognize, translate personal agent, comparison, degree of difference.

11. Prepositions – distinguish between prepositions taking accusative (ad, in, per, prope) and ablative (in, sub, ex, cum, ab, de, sine) and apply appropriate endings to words following.

12. Time expressions – distinguish between duration of time and time when in Latin and write Latin from given English.

13. Relative Pronoun and Interrogative Pronoun – give correct pronoun according to case, number, gender from Latin or English prompts.

14. Recognize perfect passive and present active participles in context; decline and select case from context; translate both literally and freely.

15. Generate any case of an adjective of all three degrees; generate adverbs of all three degrees.

16. Write, recognize and translate deponent and semi-deponent verbs in all tenses,

including participles, infinitives, imperatives; Distinguish between conjugation of deponent and semi-deponent verbs.

17. Distinguish in English between intensive and reflexive pronouns.

18. English to Latin Composition – write Latin sentences or phrases from given English sentences.

19. Analyze point of view, plot, characterization in a story segment.

20. Recognize basic historical divisions of government, names of the kings and early heroes, and cities and provinces of the early Empire.

21. Outline some myths associated with major deities; identify major heroes and monsters and plot outlines of epics of Homer and Vergil.

22. Identify rooms of the Roman house, architectural structures and their functions, terminology of meals and clothing.

23. Select an appropriate response to some spoken Latin, related to greetings, weather, classroom commands.

24. Associate common mottoes, abbreviations and expressions with their meanings.

Assessment ● Vocabulary Quizzes – weekly quizzes of 15 minutes’ duration ● Translation Quizzes of previously seen passages with permitted vocabulary lists prepared individually by each student ● Grammar and Translation test once every six weeks, comprising seen passages with no prepared vocabulary, questions about the passage, grammar forms (memorization), possible English to Latin sentences over required vocabulary ● Vocabulary Test once every six weeks – same format as quizzes ● Homework graded both for completion or accuracy, as announced ● Alternative assessment – reading and translating unseen passages aloud in class or in partners or small groups; feedback provided regarding accuracy. ● Discussion of literary aspects of a story, such as word choice, plot twists, word order, sound, characterization ● Cumulative Semester Exam comprising item types from all of the above Textbooks and Resources Ecce Romani I (4​th​ Edition, published by Prentice Hall) Ecce Romani II(4​th​ Edition, published by Prentice Hall) teacher published workbook Latin word lists: for first, second and third years with English meanings by John Colby (public domain)

Latin IB grade 8 Course Description The second year of Latin continues the skill acquisition of reading Latin, as well as selected grammar topics and vocabulary lists. The course also touches on Roman daily life, history, and mythology.

Essential Questions 1. What can we learn from ancient Rome that is meaningful today?

2. How can we encounter classical Rome across time, distance, language?

3. What can the inflected and highly regular language Latin teach us about the structure of English?

4.

How can becoming a better reader and writer elevate our daily use of language?

Skills Benchmarks 1.

Read Latin stories with accuracy with familiar vocabulary, using all six cases of nouns and six tenses of verbs (active voice).

2.

Memorize and identify all forms of vocabulary specified for this purpose.

3.

Listen to oral Latin to assimilate vocabulary, context, endings, content and develop comprehension of an unfolding story.

4.

Respond to oral Latin with accurate content and appropriate case endings.

5.

Give a synopsis of any regular verb in the active voice, all 6 tenses, indicative, if the principal parts and meaning are given.

6.

Decline any noun of 1​st​, 2​nd​, 3​rd,​ , 4​th​, 5​th​ declension, given nom. sg. and gen. sg. forms.

7.

Use personal pronouns of 1​st​, 2​nd​, 3​rd​ person (reflexive and non-reflexive) with corresponding possessive adjectives.

8.

Prepositions – distinguish between prepositions taking accusative (ad, in, per, prope) and ablative (in, sub, ex, cum) and apply appropriate endings to words following.

9.

Latin Composition – write Latin sentences or phrases from Latin prompts or questions.

10. Analyze point of view, plot, characterization in a story segment.

11. Recognize basic historical divisions of government, names of the seven kings and early heroes, and cities and provinces of the early Empire.

12. Outline some myths associated with major deities, identify major heroes and monsters and plot outlines of the epics of Homer and Vergil.

13. Identify rooms of the Roman house, architectural structures and their functions, terminology of meals and clothing.

14. Select an appropriate response to some spoken Latin, related to greetings, weather, classroom commands.

15. Associate common mottoes, abbreviations and expressions with their meanings.

Assessment ● Vocabulary Quizzes – weekly quizzes of 15 minutes’ duration ● Translation Quizzes of previously seen passages with permitted vocabulary lists prepared individually by each student

● Grammar and Translation test once every six weeks, comprising seen passages with no prepared vocabulary, questions about the passage, grammar forms (memorization), possible English to Latin sentences over required vocabulary ● Homework graded both for completion ● Alternative assessment – reading and translating unseen passages aloud in class or in partners or small groups; feedback provided regarding accuracy. ● Discussion of literary aspects of a story, such as word choice, plot twists, word order, sound, characterization ● Cumulative Semester Exam comprising item types from all of the above Textbooks and Resources Ecce Romani I (4​th​ Edition, published by Prentice Hall) Language Activity Book Ecce Romani IA/IB/I (4​th​ Edition, published by Prentice Hall) Latin word lists: for first, second and third years with English meanings by John Colby (public domain)

Latin I 8​ Grade th​

Course Description The first year of Latin is an introduction to the reading of Latin. The course emphasizes Latin grammar (first three declensions of nouns and all six tenses of verbs in the active voice, indicative mood), syntax, vocabulary, and English derivatives so that each student can successfully read and translate Latin passages. The course also touches on Roman daily life, history, and mythology.

Essential Questions 1. What can we learn from ancient Rome that is meaningful today?

2. How can we encounter classical Rome across time, distance, language?

3. What can the inflected and highly regular language Latin teach us about the structure of English?

4. How can becoming a better reader and writer elevate our daily use of language?

Skills Benchmarks ● Students will be able to read Latin stories with accuracy with familiar vocabulary, using all six cases of nouns and six tenses of verbs (active voice). ● Students will be able to give a synopsis of any regular verb in the active voice, all 6 tenses, indicative, if the principal parts and meaning are given. Do the same with irregular verbs sum, possum and fero. ● Students will be able to recognize and write present active imperative. ● Students will be able to decline any noun of 1​st​, 2​nd​, 3​rd​ declension, given nom. sg. and gen. sg. forms. ● Students will be able to differentiate between adjectives of the 1​st​/ 2nd declension and 3​rd declension and decline them. ● Students will be able to identify Nominative usages -- subjects and subject complements. ● Students will be able to identify Genitive usage -- possession. ● Students will be able to identify Dative usage – indirect objects. ● Students will be able to identify Accusative usages -- direct objects and objects of common prepositions. ● Students will be able to identify Ablative usages -- time, when, manner, means. ● Students will be able to generate and respond to Latin questions with –ne, cur, ubi, quis, quid ● Students will be able to write full Latin sentences from given English, using mastered vocabulary. ● Students will be able to locate major cities and provinces of the early Roman Empire. ● Students will be able to identify and place in context basic elements of a Roman household, family, dress, and daily life. ● Students will be able to associate major Greek and Roman deities with their attributes and domains.

Assessment ● Vocabulary Chapter Quizzes ● Translation Quizzes of previously seen passages ● Grammar and Translation unit tests, comprising seen passages with no prepared vocabulary, questions about the passage, grammar forms (memorization), possible English to Latin sentences over required vocabulary ● Unit Vocabulary Tests ● Homework graded both for completion or accuracy, as announced ● Alternative assessment – reading and translating unseen passages aloud in class or in partners or small groups; feedback provided regarding accuracy. ● Cumulative Semester Exam comprising item types from all of the above Textbooks and Resources Ecce Romani​ I (4​th​ Edition, published by Prentice Hall) -teacher published workbook

Spanish 1A 7​th​ grade Course Description The first year of study presents the student with an introduction to the basic structure of the language and covers half of a traditional Level I course, with the intent to inspire our students to love learning.

Students focus on the four skill areas of listening, speaking, reading, and writing. From early in the course, students practice all four skills, both individually and collaboratively. Class activities incorporate authentic and semi-authentic listening and reading materials, as well as teacher-prepared texts. In writing and speaking, students focus on the three modes of communication: interpersonal, interpretive, and presentational. Culture is fully integrated into the class, as we help students ​extend their learning beyond the walls of the classroom​.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

4. Why develop insight into the nature of language and culture?

5. Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks Students will be able to use the following verbs, in context: 1. Present Indicative Tense - Regular –ar, -er, -ir verbs - Irregular “yo” forms (hacer, oír, tener, venir) - Stem-changing verbs - Ser v. estar - Saber v. conocer 2. Present Progressive - Estar + present participle - Regular and irregular participle endings 3. Immediate Future - Ir + a + infinitive 4. Immediate Past - Acabar + de + infinitive 5. Expressing Obligation - Tener que + infinitive 6. Possessive adjectives 7. Prepositions of location 8. Expressing Likes - indirect object pronoun + gustar + infinitive / object

Students will be able to use the following grammar points, in context: 1. Definite and indefinite articles 2. Subject pronouns 3. Adjectives - agreement of regular adjectives - placement of adjectives in the sentence - emotions 4. Telling Time 5. Contractions - Al (a+el) - Del (de+el) 6. Personal “A” 7. Accents and Pronunciation: ñ, í, é, ó, ú, á 8. Comparisons - más/menos que - tan como Units 1.

2.

3.

4.

5.

6.

7.

Introductory Unit (including basic greetings and TPR action verbs) ¡Yo! Las Aventuras de Isabela The legend of ​La Llorona Isabela captura un congo Coco ¿Eres tú mi mamá?

Assessment 1. Tests and quizzes (assesses all skills areas: listening, speaking, reading, writing) 2. In-class assessments: dictations, listening activities, readings 3. Short writing assignments: free writes, paragraphs, short stories, skits 4. Oral presentations 5. Sr. Wooly 6. Fall and Spring Semester Final Exams Textbook and Resources ● Short novels: ​Las aventuras de Isabela ​, ​Isabela captura un congo,​ The legend of ​La Llorona ● Teacher-generated readings and stories, written based on Comprehensible Input strategies and best practices ● Children’s book: ¿Eres tú mi mamá? ● Sr. Wooly ● Free Reading Novels

Spanish I Advanced 7​th​ grade Course Description The first level of study is designed for students who are ready for a more challenging and fast-paced language class. Students at this level are presented with an introduction to the basic structures of the language and will complete first-year Spanish. Students focus on the four skill areas of listening, speaking, reading, and writing. Class activities incorporate authentic and semi-authentic listening and reading materials, as well as teacher-prepared materials in order to challenge students to think critically. In writing and speaking, students communicate effectively by focusing on the three modes of communication: interpersonal, interpretive, and presentational. Students engage creatively by using their imagination to create stories individually and collaboratively, with class participation remaining an essential part of the class. Culture is fully integrated into the class, as we help students ​extend their learning beyond the walls of the classroom. ​The work completed in this course reflects Lovett’s vision for learning. This course is a prerequisite for Spanish II Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why connect with other disciplines and acquire information?

4. Why develop insight into the nature of language and culture?

5. Why participate in multilingual communities at home and around the world?

Skills Benchmarks The student will be able to… ● Express terms for greetings, identify where one is from, use expressions of courtesy and greetings in the Spanish speaking world. ● Name school courses and fields of study. ● Describe people, places, and things in the present tense. ● Name some professions. ● Describe using terms for clothing /color ● Describe personal likes and dislikes. ● Use adjectives. ● Explain family relationships. ● Use possessive adjectives. ● Use the verb ir and places. ● Use the immediate future (ir a + infinitive). ● Define sequencing events using transitional expressions. ● Express names of sports and other pastimes and places in a city. ● Use verbs with stem changes. ● Use the present progressive. ● Describe weather and seasonal expressions. ● Use terms for daily routine with reflexive verbs. ● Use negative and positive expressions. ● Describe the weather.

● State where one lives/ hunger/ thirst and other idiomatic expressions with tener.

Units ● ● ● ● ● ● ● ● ●

Greetings, introductions, and countries School life Family Clothing Professions Emotions and feelings Sports Weather expressions Daily routine and body parts

Assessment 1. Participation 2. Oral quizzes 3. Written quizzes 4. Other assessments a. Individual and group oral presentations of stories b. Individual and group projects (skits) c. Daily homework assignments d. Unit Tests e. Fall and Spring Cumulative Exams Textbooks and Resources 1. Short novels a. Pobre Ana b. Patricia va a California 2. Short readings and stories c. Teacher-generated readings and stories, written based on Comprehensible Input strategies and best practices 3. Authentic songs, children’s books, short stories, and other texts

Spanish 1B 8​th​ grade Course Description The second year of Spanish study is a continuation and completion of Spanish I. This class focuses on expanding vocabulary and acquiring new grammar competencies through the four skill areas of listening, speaking, reading, and writing.. Class activities incorporate authentic and semi-authentic listening and reading materials, well as teacher-prepared materials. In writing and speaking, students focus on the three modes of communication: interpersonal, interpretive, and presentational. Students continue to work both individually and collaboratively, with class participation remaining an essential part of the class. This course is a preparation for Spanish II coursework in the Upper School. Culture is fully integrated into the class, as we help students ​extend their learning beyond the walls of the classroom​.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

4. Why develop insight into the nature of language and culture?

5. Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks Students will be able to use the following grammar points, in context: - Verbs in simple present, present progressive, and immediate future o Review from Spanish 1A ▪ Regular –ar, -er, -ir ▪ Special verb expressions ● Acabar de ● Tener que ▪ Irregular and stem-changing ● Ser ● Estar ● Ir ● Tener ● Conocer ● Saber ● Hacer ● Oir ● Poner ● Decir ● Salir o Reflexive verbs o Special verb expressions

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Units 1.

2.

3.

4.

5.

6.

7.

▪ Venir de ▪ Tener que o New irregular and stem-changing verbs ▪ Traer ▪ Pedir, servir, seguir, repetir ▪ Deber o Special verbs ▪ Gustar ▪ Encantar ▪ Faltar ▪ Importar ▪ Doler The Preterite verb tense o Regular verbs o Stem-changing ▪ y ▪ -car, -gar, -zar o Irregular ▪ Ir ▪ Hacer ▪ Ser ▪ Poner / Ponerse ▪ Decir ▪ Tener ▪ Ver ▪ Dar Introduction to the imperfect of the verb “haber” and regular verbs Continued introduction of new descriptive adjectives Adverbs ending in “mente” Direct object pronouns Indirect object pronouns Pronoun placement with the present progressive tense Affirmative and negative words Prepositions of place Demonstrative adjectives Expressions with “Que” (¡Qué picante! ¡Qué guapo!)

Review The legend of Atzimba Las Piratas​ (includes the preterite tense) My typical day (reflexives) El Nuevo Houdini (​ includes the preterite and imperfect tenses) Las Malas Aventuras de Katie Cenicienta (Cinderella)

Assessment 1. Tests and quizzes 2. In-class assessments: dictations, listening activities 3. Writing assignments: free writes, paragraphs, longer essays 4. Oral presentations 5. Fall and Spring Semester Final Exams (includes listening, speaking, reading, and writing, as well as discrete grammar) Assessment example: A day in the Life...

This assessment encourages students to think critically as they use the reflexive verbs to describe a typical day in the life of a famous celebrity. They must clearly communicate and show creativity in their application of new knowledge. Students collaborate together in writing this essay. This assessment addresses the skills benchmark of reflexive verbs, adjectives, pronouns, and past tenses.

Resources 1. Short novels a. Las Piratas b. El Nuevo Houdini 2. Short readings and stories a. Teacher-generated readings and stories, written based on Comprehensible Input strategies and best practices b. The legend of Atzimba c. Children’s fairytale Cinderella 3. Authentic songs, children’s books, poems, short stories, and other texts 4. Señor Wooly 5. Free Reading novels

Spanish IB Advanced 8​th​ grade Course Description The advanced section covers all of the topics included in the regular level while providing more in-depth work at an accelerated pace. This class focuses on expanding vocabulary and acquiring new grammar competencies through working on the four skills areas of listening, speaking, reading, and writing. Class activities incorporate authentic and semi-authentic listening and reading materials, as well as teacher-prepared texts in order to challenge students to think critically. In writing and speaking, students communicate effectively by focusing on the three modes of communication: interpersonal, interpretive, and presentational. Students engage creatively by using their imagination to create stories individually and collaboratively, with class participation remaining an essential part of the class. This course is a preparation for honors course work in the Upper School. Aspects of the culture are integrated throughout the course.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

4. Why develop insight into the nature of language and culture?

5. Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks The student will be able to… ● Narrate in the present/ present progressive/ immediate future/ ● Conjugate the stem-changing verbs (old and new verbs). ● Identify places ● Describe dreams ● Use stem-changing verbs e-i; o-ue; e- ie ● Use direct and indirect object pronoun ● Talk/request and order food ● Describe in the past, using the preterite and the imperfect ● Use terms for daily routine with reflexive verbs ● Use negative and positive expressions ● Define sequencing events using transitional expressions ● Use the reflexive verbs ● Stating chronological order of events ● Problem solve ● Use commands regular/ irregular ● Describe the house and the chores ● Name some food and cooking ingredients (vegetable, fruits, flour, egg)

Units ● ● ● ● ● ●

Commands and giving directions Restaurant /menu(order food, request a check) Las Piratas My typical day (reflexives and daily routine) What happened? (preterite tense) El Nuevo Houdini

Assessment ● Participation ● Quizzes ● Individual and group oral presentations of stories ● Individual and group projects (skits) ● Daily homework assignments ● Unit Tests ● Fall and Spring Cumulative exams Assessment example: A day in the Life...

This assessment encourages students to think critically as they use the reflexive verbs to describe a typical day in the life of a famous celebrity. They must clearly communicate and show creativity in their application of new knowledge. Students collaborate together in writing this essay. This assessment addresses the skills benchmark of reflexive verbs, adjectives, pronouns, and the preterite and imperfect.

Textbooks and Resources Short novels: ​Las Piratas​ and ​El Nuevo Houdini Teacher-generated readings and stories Authentic songs, children’s books, poems, short stories, and other texts

Spanish II Advanced 8​th​ grade Course Description The second level of study continues to emphasize the development of listening and speaking skills while giving increased attention to the development of reading and writing skills. All grammar concepts of level II are introduced and various aspects of the cultures are integrated throughout the course. Class discussions and grammar explanations are conducted in the target language. This advanced section permits the student to cover material at a more rapid rate and complete in-depth work. Authentic and semi-authentic listening and reading materials, as well as teacher-prepared texts, are introduced to further enhance the student’s reading skills and to develop their analytical skills in the target language through discussions and written compositions. This course is a preparation for honors course work in the Upper School.

Essential Questions 1. Why communicate in languages other than English?

2. Why gain knowledge and understanding of other cultures?

3. Why connect with other disciplines and acquire information?

4. Why develop insight into the nature of language and culture?

5. Why participate in multilingual communities at home and around the world?

Skills Benchmarks The students will be able to use the following grammar points in contexts: ● Describe themselves and others. ● Conjugate, read and use the present indicative, including reflexive verbs, gustar, hacer, and tener expressions. ● Express completed past actions. (Preterite) ● Express habitual or ongoing past events and conditions. (Imperfect) ● Narrate in the past using the preterite and imperfect tenses. ● Name parts of the body, express health-related terms and medical-related vocabulary ● Use formal, informal and nosotros commands. ● Use the prepositions por and para. ● Use direct and indirect object pronouns as well as double object pronouns and relative pronouns ● Use expressions with se. ● Name terms of the house and common household objects and chores. ● Read the story of ​El viaje perdido​, ​Los Bakers van a Perú​ and​ Un robo en la noche,​ and be able to analyze events, discuss the story both orally and in writing. ● Express will and emotion, doubt and denial, give orders, advice and suggestions with the subjunctive mood. ● Use the subjunctive with adjective clauses and adverbial clauses. ● Use terms related to healthy living and positive life choices. ● Use the present perfect tense to say what one has done.

● React to various situations using the indicative and subjunctive moods. ● Use the future and conditional tenses to describe anticipated or hypothetical events.

Units ● ● ● ● ● ● ● ●

Review - shopping and chores Health and illness Los Baker van a Perú -​ de viaje Describe your childhood El Viaje Perdido Un Robo en la noche ​- the environment Health and well-being Technology

Assessments ● Oral quizzes ● Written quizzes ● Individual and group oral presentations of stories ● Compositions ● Individual and group projects (skits) ● Daily homework assignments ● Unit Tests ● Fall and Spring Cumulative exams Assessment example This assessment “ la Niñez” encourages students to think critically as they use the reflexive, regular and irregular verbs to describe their childhood. They must clearly communicate and show creativity in their application of new knowledge. Students work independently in writing this essay and present it orally as well. This assessment addresses the skills benchmark of reflexive verbs, adjectives, pronouns, and the imperfect tense

Textbooks and Resources Novels: ​El viaje perdido,​ ​Los Baker van a Perú​, ​Un robo en la noche Teacher generated readings and stories Authentic songs, children’s books, short stories and other texts Descubre

Chinese 1A: 7th grade Course Description By the end of Chinese IA, students would be able to understand and present short, simple conversations and narratives within highly predictable and familiar contexts. When the text is enhanced by visual cues, students read short texts with comprehension. Students comprehend and produce vocabulary related to everyday objects and actions on familiar topics. They can interactively use short sentences, learned words, phrases, simple questions, and commands when speaking and writing, relying on visuals to enhance oral and written comprehension. When speaking, students imitate the use of culturally appropriate vocabulary, idiomatic expressions, and nonverbal behaviors modeled by the teacher or other authentic role models such as found through authentic video, TV programs, guest speakers, simple literature, and the internet. Basic grammar concepts are introduced and various aspects of Chinese culture are integrated throughout the course.

Essential Questions • Why communicate in languages other than English?

• Why gain knowledge and understanding of other cultures?

• How does this knowledge and understanding impact us and our understanding of our own?

• Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

• Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks The student will be able to: 1.

Become familiar with basic Chinese pronunciation, writing system, and use common expressions in the class and daily life.

2.

Write his/her own name and his/her name seal.

3.

Write Chinese calligraphy.

4.

Exchange basic greetings, request a person’s last name and full name, and provide your own.

5.

Determine whether someone is a teacher or a student.

6.

Ascertain someone’s nationality.

7.

Know the culture of Chinese name.

8.

Employ basic kinship term and describe a family photo.

9.

Ask about someone’s profession and say some common professions.

10.

Know the culture of Chinese kinship term and education system.

11.

Tell and speak about time and dates 12.

Talk about someone’s age and birthday 13.

Invite someone to dinner and arrange a dinner date.

14.

Know the culture of the Chinese calendar, Chinese manner of counting age, and Chinese food symbolizing longevity.

15.

Say and write the terms for basic personal hobbies.

16.

Ask about someone’s hobbies and ask friends out to see a movie.

17.

Set up plans for the weekend.

18.

Know the culture of the Chinese way of “splitting” the check and Chinese pastimes.

19.

Welcome a visitor and Introduce one person to another.

20.

21.

22.

23.

24.

Compliment someone on his/her house.

Ask for beverages as a guest at someone else’s place and offer beverages to a visitor.

Briefly describe a visit to a friend’s place.

Know the culture of Chinese civilities upon meeting for the first time and Chinese tea.

Know the Chinese holidays: Moon Festival, Chong Yang Festival, Chinese New Year, Lantern Festival, and Qing Ming Festival.

Units 1.

Introduction: Chinese language and dialects, syllabic structure and pronunciation of modern standard Chinese, The Chinese writing system, and useful expression 2.

Lesson 1. Greeting: a). exchange greetings and b). asking about someone’s nationality 3.

Lesson 2. Family: a). looking at a family photo and b). asking about someone’s family 4.

Lesson 3. Dates & Time: a). taking someone out to eat on his/her birthday and b). inviting someone to dinner 5.

Lesson 4. Hobbies: a). Talking about hobbies and b). would you like to play ball 6.

Lesson 5. Visiting friends: a). visiting a friend’s home and b). at a friend’s house Assessment 1.

Participation and use of Chinese grades 2.

Vocabularies dictations 3.

Listening quizzes 4.

Written quizzes 5.

Oral quizzes 6.

Individual and group oral presentations 7.

Compositions 8.

Individual and group projects 9.

Daily homework assignments 10.

Lesson Quests and Tests 11.

Fall and Spring Cumulative exams Textbooks and Resources Integrated Chinese (Simplified Character, 3rd Edition), Level one, Part one, Boston: Cheng & Tsui Co. 2008

Chinese 1B: 8th grade Course Description This second-year course continues to emphasize speaking and listening skills through a variety of instructional techniques and materials, including the text, internet activities, listening comprehension, and reading comprehension exercises, thus enabling the student to speak, read, and write with greater fluency. Students write short compositions in order to develop their writing skills. Various aspects of Chinese culture are integrated throughout the course.

Essential Questions • Why communicate in languages other than English?

• Why gain knowledge and understanding of other cultures?

• How does this knowledge impact us and our understanding of our own selves?

• Why is it important to connect with other disciplines and acquire information that requires us to examine the perspectives from which we assess life?

• Why and how do we participate in multilingual communities at home and around the world?

Skills Benchmarks The student will be able to: 1. Answer a phone call and initiate a phone conversation 2. Set up an appointment with a teacher on the phone 3. Ask for a favor 4. Ask someone to return your call 5. Know the culture of Chinese phone etiquette and numbers 6. Comment on one’s performance on an exam and character writing 7. Talk about one’s experience in learning Chinese vocabulary and grammar 8. Talk about one’s study habits 9. Remark on typical scenes from one's language class 10. Describe the routine of a student’s life on campus 11. Write a simple diary entry 12. Write a brief letter in the proper format 13. Express your modesty in terms of your foreign language ability 14. Invite friends to go on an outing 15. Know Chinese letter format and Chinese school year 16. Speak about the color, size, and price of a purchase 17. Recognize Chinese currency 18. Pay bills in cash or with a credit card 19. Determine the proper change you should receive 20. Ask for a different size and/or color of merchandise 21. Exchange merchandise 22. Know the culture of Chinese salesclerks and waiters, and Chinese formal attire 23. Comment about several means of transportation 24. Explain how to travel from one station to another 25. Describe a traffic route 26. Express your gratitude after receiving a personal favor

27. Offer New Year’s wishes 28. Know the Chinese holidays: Moon Festival, Chong Yang Festival, Chinese New Year, Lantern Festival, Qing Ming Festival, and Dragon Boat Festival Units 1. Lesson 6. Making appointments: a). calling one’s teacher, and b). calling a friend for help 2. Lesson 7. Studying Chinese: a). how do you do on the exam, and b). preparing for a Chinese class 3. Lesson 8. School Life: a). a diary: a typical school day, and b). a letter: talking about studying Chinese 4. Lesson 9. Shopping: a). shopping for clothes, and b). Exchanging Shoes 5. Lesson 10. Transportation: a). going home for the winter vacation, and b). an email: thanking someone for a ride Assessment 1. Participation and use of Chinese grades 2. Vocabularies dictations 3. Listening quizzes 4. Written quizzes 5. Oral quizzes 6. Individual and group oral presentations 7. Compositions 8. Individual and group projects 9. Daily homework assignments 10. Lesson Quests and Tests 11. Fall and Spring Cumulative exams Textbooks and Resources Integrated Chinese (Simplified Character, 3rd Edition), Level one, Part one, Boston: Cheng & Tsui Co. 2008