This course is a continuation of introductory language learning that expands upon the language learned in previous levels. We expand our focus on the cultures and history of Spanish- and French-speaking countries through texts, film, music, and ongoing in-class conversation. The focus at this level is still on language input and understanding the written and spoken word; however students are actively using the language to communicate through speaking and writing. At this level, students will be asked more frequently to use the language in real-world situations and to take ownership over their learning, progress, and fluency in the language.
What are the skills and strategies we need to be able to access and understand authentic texts and media in the target language?
How do you know what you don't know but need to know in a language? How can you express a more complex message with the tools you already have?
How can we use language to access other information (history, culture, friendship, sports, etc)?
How does your relationship to a language change when you learn about its history and culture?
Where can learning another language take you in your life?
Our language classes are based primarily on the methodology of comprehensible input. Our language curriculum is driven by student ideas and interests. Our priority as instructors is to ensure that the language used in class is both comprehensible and compelling. Over time, students will be exposed to a greater quantity and complexity of target language input . This methodology requires students to interact with the language through listening, reading, writing and speaking the language in scaffolded steps.
We often introduce cultural content and grammar concepts through critical exploration and inquiry -- providing opportunities for students to examine, ask questions about, notice patterns in, and create meaning out of authentic materials. We harness student perspectives, ideas and opinions to put vocabulary and grammar in personalized contexts. This allows students to feel more closely connected to the language and more likely to remember and use it.
Finally, in addition to ongoing assessment (both written and oral) our language classes may culminate in projects that give students the opportunity to showcase their learning.
Honors projects will be proposed and developed collaboratively and will include a public presentation of learning.
Essential Questions:
What is fashion? What is fashion in different places?
What's the connection between what we wear and who we are?
How do people create inclusive or exclusive groups or categories? Identity and belonging?
How do societies move through unity, disunity, political and social conflict?
Major Concepts:
Socialism, Capitalism, Democracy, Dictatorship
How clothing may reflect, build, or defend individual and cultural identity
Major Content:
News articles, podcasts and other media about fashion and the fashion industry
News articles, podcasts and other media about Chilean history and contemporary life
Poetry, film, and art from Latin America
Vocabulary and grammar associated with these topics and materials
Unit Assessments:
Performance of play (El Delantal Blanco)
Writing assignments in response to film
Major Texts/Media:
Duolingo Podcasts (Las Cholitas de Hoy, El Nopal es el Nuevo Cuero)
El Delantal Blanco (play)
Machuca (film)
Essential Questions:
What skills are required to read a longer text?
How does one connect a fictional fantasy to deeper real life issues?
Major Concepts:
Childhood vs Adulthood: Perspectives
Exploration vs Narrowmindedness
Major Content:
Specialized vocabulary and grammar structures
Reading for comprehension
Unit Assessments:
The lost chapters: Looking at our own lives, write a chapter where the Little Prince tries to understand something from our everyday world.
Write and perform a skit
Major Texts/Media
Le Petit Prince
Films based on the Le Petit Prince