SPANISH 1/2
This introductory course is designed for students who have not taken a world language in the previous school., and have not passed checkpoint A level courses and/or examinations. Successful completion of this course will allow students to move forward with the study of Spanish. Students will be introduced to prescribed themes by the Office of Bilingual Education and World Languages in the New York State Education Department. Themes include identity and social relationships, contemporary life, and science and technology. Grammar will be introduced through the reading passages and themes. Students will work individually and in groups to practice speaking, listening, and reading skills. Students will be introduced to Spanish cultural practices and compare them to the U.S.
Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Unit 1: Identities: Enchanted to meet you
|
35
|
|
2
|
Unit 2: Contemporary life: Home sweet home
|
25
|
|
3
|
Unit 3: Contemporary life: Let’s eat
|
20
|
|
4
|
Unit 4: Physical environment, climate, and weather: It’s chilly in Chile
|
15
|
|
5
|
Unit 5: Contemporary life: Dress to impress
|
20
|
|
6
|
Unit 6: A Class Act: School and After school activities
|
25
|
|
7
|
Unit 7: School’s out, time to travel
|
25
|
ITALIAN 1
This introductory course is designed for students who have not taken a world language in the previous school, special education students who are world language exempt, and students who have successfully completed Spanish or French 4 and would like to learn a third language. Students will be introduced to prescribed themes by the Office of Bilingual Education and World Languages in the New York State Education Department. Themes include identity and social relationships, contemporary life, and science and technology. Grammar will be introduced through the reading passages and themes. Students will work individually and in groups to practice speaking, listening, and reading skills. Students will be introduced to Italian cultural practices and compare them to the U.S. All students are required to sit for a final exam.
Scope & Sequence
Unit #
|
Unit Title
|
# of Days
|
1
|
Identity:
-
Descriptions
-
Family & Social Relationships
-
Celebrations, Customs & Traditions
|
35
|
2
|
Contemporary Life:
-
Food and Meal Taking
-
House and Home
-
Communities and Neighborhood
-
Shopping
|
40
|
|
3
|
Contemporary Life:
- School Life and Education, Earning a Living
|
35
|
|
4
|
Contemporary Life:
|
40
|
|
5
|
Unit 5: Science, Technology & the Arts
|
15
|
SPANISH/FRENCH 3
This is the second course in the language sequence. At this level, vocabulary and grammar are expanded. Topics such as school activities, community, celebrations, science and technology, and leisure will be introduced and reviewed. Students will work individually and in groups to practice speaking, listening, and reading skills. All students are required to sit for a departmental final exam.
Spanish 3 Scope & Sequence
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Review of Fundamentals 1
- Numbers written as words
- The alphabet
- Rules of pronunciation
|
10
|
|
2
|
Review of Fundamentals 2
The verb SER
- Adjectives for description
- The difference between subject pronouns and indirect object pronouns
- Verbs like gustar (disgustar, encantar, molestar, aburrir, fascinar)
- Regular present tense
- Interrogative words
|
10
|
|
3
|
School
- School vocabulary
- Verbs irregular in the yo form (tener/tener que, poner, hacer, traer, venir, decir, oír)
- Hay que/se prohíbe + infinitive
- Stem-changing verbs in the present tense
- Affirmative/negative words
|
15
|
|
4
|
After School
- After-school activity vocabulary
- Ir + a + infinitive
- Comparatives and superlatives
- Hace time expressions
- Saber vs conocer
|
15
|
|
5
|
Getting ready
- Daily routine vocabulary
- Differentiation of indirect object pronouns (from review unit) and reflexive pronouns
- Reflexive verbs
- Ser versus estar
- Possessive adjectives
|
20
|
|
6
|
Going shopping
- Shopping vocabulary
- Demonstrative adjectives
- Regular preterite conjugations, CAR/GAR/ZAR verbs, the verb IR
|
15
|
|
7
|
Travel
- Geography of Spanish-speaking countries
- Airplane vocabulary
- Train vocabulary
- Conjugations of irregular verbs of preterite (FUJI verbs)
|
20
|
|
8
|
Community and errands
- Errands/House and chores vocabulary
- Community and occupations vocabulary
- Continuation of the use of irregular preterite
- Introduction of regular positive informal commands
|
20
|
|
9
|
Food
- Food and cooking vocabulary
- Continuation of positive commands and start negative informal commands
- Direct object pronouns
|
15
|
|
10
|
Childhood
- Childhood vocabulary
- Members of the family vocabulary
- Imperfect tense
- Direct object pronouns and indirect object pronouns
|
15
|
|
11
|
Celebrations
- Common etiquette vocabulary
- Celebrations vocabulary
- Introduction to preterite and imperfect
|
15
|
French 3 Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Bonjour, tout le monde!
- introduce themselves and others
- greetings, national identity, review asking how things are going and how they are
- idiomatic expressions for saying good-bye
- inviting someone and accepting/refusing an invitation
- discuss teens in France and where French is spoken throughout the world
|
15
|
|
2
|
Comment je passe l’été
- request and express when events are taking place
- regular verbs, possessive adjectives, negation
- demonstrative adjectives
- irregular verbs avoir and être in the present tense
- indefinite articles in negative sentences
- descriptive adjectives
- ask about and respond to future plans
|
30
|
|
3
|
En Ville
- museums in Paris
- simple past of avoir
- present tense of irregular
- discuss well known neighborhoods of Paris
- irregular past participles
- the imperative
- inquire about transportation
- learn and discuss tourist bureaus, the RER, and the palace of Versailles
- verbs sortir and partir in the simple past
- simple past tense of être
- superlative of adjectives
- review food and shopping
|
30
|
|
4
|
La Vie et la Routine Quotidienne
- express how they prepare for the day
- express frustration, express complaints
- learn about and discuss the Republic of Cameroon and la Francophonie
- reflexive verbs in the present tense
- irregular forms of nouns and adjectives
- discuss household chores
- compare what they do to what someone else does
- express injustice
- imperative forms of reflexive verbs
- express daily events
- learn about and discuss Senegal
- discuss the griots, or oral storytellers
|
30
|
|
5
|
L’Histoire du Passé
- discuss farm life
- describe one or more past event
- French rural life and agriculture today
- imperfect tense with time expressions
- traditional French professions
- learn about and discuss the district Montmartre
- learn about and discuss the artist, Toulouse-Lautrec
- describe habitual action in the past
- discuss the student protests in France of 1968
|
30
|
|
6
|
Voyager C’est Rencontrer
- apply airport and travel vocabulary
- direct object pronouns
- express excitement
- discuss French car companies
- direct object pronouns in the passé compose
- discuss French hotels
|
30
|
SPANISH/FRENCH 4
This is the third course of the language sequence. This level includes a study of relevant vocabulary and grammar through thematic units to develop mastery in speaking, listening, reading, and writing. Students will be able to communicate with native speakers on topics of general interest such as the environment, country/city life, restaurants, food, health and nutrition, bullying and cyberbullying, science and technology, and leisure activities. Students are required to take a locally created comprehensive exam Checkpoint B (FLACS) in June.
Spanish 4 Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Review
- Description of oneself and others
- Present tense
|
15
|
|
2
|
Introduction
- Healthy habits
- Typical dishes
- Travel
- famous Spanish speaking personalities
|
25
|
|
3
|
Problems, Problems, Problems
- Identity, relationships and taking agency for their own well-being.
- Where do they seek advice?
- Where do people look for solutions for problems?
- How do they evaluate the advice they receive?
- What are constructive ways to solve problems?
|
20
|
|
4
|
My Generation
- Personality traits
- Comparisons
- Opinions
- Emotions
- Stages in life
- Topics of interest for my generation
|
20
|
|
5
|
Round Trip
- Travel activities
- Luggage and packing
- Travel expressions
- Experiences
- Volunteering
- Cultural heritage
|
20
|
|
6
|
Hyperconnected
- chat about cell phone use
- understand and share information about internet habits
- exchange opinions about people’s behavior on social media
- express likes and dislikes about social media
- understand text about youtubers and assistive technologies.
|
25
|
|
7
|
Taking Action for a Better World
- Types of environmental challenges
- Geographic features
- Actions to address
- Environmental challenges
- Transition words
- Adjectives that describe environmental challenges
- Comparative terms
|
20
|
|
8
|
We’re Part of Nature
- Wild animals
- Living in nature
- Coexisting
- The environment
- Clothing industry
- Inventions
- Connecting words
- Letter writing
|
15
|
|
9
|
Review for FLACS
|
15
|
French 4 Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Review
- Describe themselves in an old photo and compare it to a current one.
- Use the passé composé and imparfait appropriately, including with Dr. & Mrs. Vandertramp verbs.
- Apply descriptive vocabulary to introduce and describe people, places, and situations.
- Incorporate direct object pronouns accurately in speech and writing.
|
20
|
|
2
|
Daily Routines and Chores
- vocabulary related to daily routines and household chores.
- direct object pronouns by incorporating indirect objects, double object pronouns, and special case object pronouns
|
30
|
|
3
|
Leisure
- Introduction of the subjunctive
- Future tense
- conditional tenses
- leisure activities
- compare experiences across multiple time frames.
|
35
|
|
4
|
City vs Country Living
- Conjugate verbs in the conditional past and the pluperfect tenses.
- Use relative clauses to link ideas and add precision to communication.
- Apply possessive adjectives and pronouns to avoid repetition and enrich expression.
- Discuss and write about topics related to city life, country living, with greater detail.
- Demonstrate increased confidence in reading and listening comprehension through the recognition of complex grammatical structures.
|
35
|
|
5
|
Health and Well-Being
- conditional past and pluperfect to create if/then clauses
- expands the use of relative pronouns with ce qui, ce que, and ce dont.
- Texts and vocabulary focus on health
|
35
|
|
9
|
Review for FLACS
|
15
|
IB SPANISH/FRENCH 5 - LANGUAGE B *
This course serves as the first year of the two-year sequence in IB Language B SL/HL. Increased reading, writing, and discussions continue to develop the student’s language skills. Literacy and cultural topics follow the IB curriculum and include identities, experiences, human ingenuity, social organizations, and sharing the planet. Instruction will include the use of videos, podcasts, short programs, literary pieces as well as contemporary articles. All students are required to take formative and summative assessments during the course of the year in reading, writing, listening, and speaking. Students will have the opportunity to receive college through Stony Brook University upon completion of the course.
Spanish 5 IB Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Identities:
a. Health and wellbeing: What constitutes a healthy life?
b. Subcultures: How do elements of culture contribute to form our identity?
c. Beliefs and values: How can we express our beliefs?
|
50
|
|
2
|
Experiences:
a. Leisure activities: Why is it important to have new experiences in our lives?
b. Rites of passage: How do rites of passage change us?
c. Immigration: What are some advantages and disadvantages about migration?
Film: La misma luna
|
40
|
|
3
|
Human Ingenuity:
a. Communication and Media: How can we approach global issues through the study of language and culture?
Short film: Diez minutos: youtube
b. Entertainment: movie review:
c. Technology: Is our world affected by human creativity and innovation?
d. Artistic expressions: How can art help us understand the world?
|
50
|
French 5 IB Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Experiences
- Leisure activities
- Holidays and travel
- Life stories
- Rites of passage
- Customs and traditions
|
35
|
|
2
|
Social Organization
- Community
- Social engagement
- Education
- The working world
- Law and order
|
25
|
|
3
|
Identity
- Health and well-being
- Beliefs and values
- Subcultures
- Language and Identity
|
25
|
|
4
|
Human Ingenuity
- Entertainment
- Artistic expressions
- Communication and media
- Technology
- Scientific innovation
|
35
|
|
5
|
Sharing the Planet
- The environment
- Human rights
- Peace and conflict
- Equality
- Globalization
- Ethics
- Urban and rural environment
|
35
|
IB SPANISH/FRENCH 6 - LANGUAGE B *
This course serves as the second year of the two-year sequence in IB Language B SL/HL. Increased reading, listening, writing, and discussions are emphasized. Literary and cultural topics enhance and add to the IB curriculum from level 5 and include identities, experiences, human ingenuity, social organizations, and sharing the planet. Instruction will incorporate various text types, including magazine and newspaper articles, literary pieces, videos, podcasts, etc. All students are expected to keep a portfolio of their work and engage in reading, writing, listening, and speaking tasks, including oral presentations as practice for their IB Individual Oral. All students are required to take the IB examination in May. Interested students can additionally take the AP Language examination.
Spanish 6 IB Scope & Sequence
|
Unit #
|
Unit Title
|
# of Days
|
|
1
|
Social organizations:
A. Education
B. Justice
|
60
|
|
2
|
Sharing the Planet:
A. Gender Equality
B. Peace & Conflict
C. Environment
|
60
|
|
3
|
IB Orals
|
10-12
|
|
4
|
Identities:
A. Bilinguismo
B. Indigenous people
|
40
|
|
5
|
IB Practice
|
|
French 6 IB Scope & Sequence
|
Unit #
|
French 6
|
# of Days
|
|
1
|
Identities HL
- What is identity?
- What are the purpose and value of life, love and friendship?
- What is a lie? Is lying ever appropriate?
- Some themes of this work are truth, love, loyalty, devotion, deceit. What do they mean to you?
|
40
|
|
2
|
Sharing the Planet
- How do developments in science and technology influence our lives?
- How do the arts help us understand the world?
- What can we learn about a culture through its artistic expression?
- How do the media change the way we relate to each other?
|
35
|
|
3
|
Experiences
- What is it about island getaways that inspire a sense of adventure in so many travelers?
- How does travel broaden our horizons?
- Why do people risk their lives practicing extreme sports?
- What can occur when a passion for a pastime becomes a raison d’être?
|
30
|
|
4
|
Social Organization
- What is the individual’s role in the community?
- What role do rules and regulations play in the formation of a society?
- What role does language play in a society?
|
30
|
|
5
|
Human Ingenuity
- Why do we ‘worship’ celebrities?
- How does technology help our daily lives?
- What impact does American culture have worldwide?
|
30
|
ENGLISH AS A NEW LANGUAGE
ENL is offered to English Language Learners in order to increase their knowledge and use of English. There are three levels of instruction: Beginning, Intermediate, and Advanced. The four skills of reading, writing, listening, and speaking are emphasized and developed at each level.
DEAF CULTURE
This introductory course will provide students with the skills and knowledge to communicate with deaf people and to understand deaf culture, including its values, customs, and traditions. Deaf Culture is a half-year elective course. Students will not be awarded language credit, but they will receive a full immersive introduction to the receptive, expressive, and interactive skills to derive meaning and understanding from deaf culture.
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