WORLD LANGUAGES Studying a World Language at AHS Ashland High School offers 4 years of French and Mandarin Chinese, and 5 years of Spanish.

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1 WORLD LANGUAGES Studying a World Language at AHS Ashland High School offers 4 years of French and Mandarin Chinese, and 5 years of Spanish. Who Should Take a World Language in the 9 th Grade? a) STUDENTS WHO ARE SUCCESSFUL IN LANGUAGE ARTS AND SOCIAL STUDIES should be counseled to begin the language of their choice in 9 th grade, so that they can benefit from the full 4-year program. b) STUDENTS WHO ARE MUSICAL (this includes singing and/or playing a musical instrument) OFTEN HAVE AN EXCELLENT EAR FOR LANGUAGES and should be encouraged to begin a world language in the 9 th grade. 9 th Grade is the optimum time to begin a world language for most students. It is a misconception that starting a language in the 9 th grade is too academically challenging it is a communication-based class that starts students on the rewarding path to speaking a world language! Who Should Not Take a World Language in the 9 th Grade? a) STUDENTS WHO STRUGGLE WITH READING AND WRITING IN ENGLISH are advised to wait one year before studying a world language in the high school. SOUTHERN OREGON UNIVERSITY CREDIT FOR LEVELS 3 & 4 OF FRENCH AND 3, 4, & 5 OF SPANISH Ashland High School offers a unique opportunity for seniors in levels 3 and 4 of French and levels 3, 4, and 5 of Spanish. You will be eligible to receive from 8 to 20 SOU credits for a greatly reduced fee, depending upon where you place on a national oral and written assessment. This can not only save you money for college, but also allow you to more easily double major, or minor in your World Language in college. COLLEGE ENTRANCE REQUIREMENT There is a 2-year World Language entrance requirement to all of Oregon's universities. Many private colleges and universities prefer a 3 or 4-year language commitment. They are looking for depth, as when they see a student who has devoted 4 or more years to a course of study. EMPLOYMENT BENEFITS OF LEARNING A WORLD LANGUAGE In our growing interdependent global economy, it is more essential than ever that Americans learn to communicate in languages other than English, both at home and abroad. Studying a world language will enhance employment opportunities in many fields. LEARNING A WORLD LANGUAGE: A KEY TO THE WORLD! Learning a world language will enrich your life forever, whether it is through study abroad or foreign travel. World Language Placement Policy Students must follow the articulated course sequence. In exceptional circumstances, the following placement procedures must be followed: 1. The student must take a written and oral placement test no later than the end of the first full week of school and must pass the assessment at the appropriate proficiency level. 2. The student must obtain AHS teacher recommendation and approval. 3. If an 8 th grader wishes to challenge Level 1 French or Spanish and begin as a 9 th grader in Level 2, they must take a placement test in May of their 8 th grade year. The test will be given at the middle school. 4. Students who take an online world language class will not be permitted to register for the next level at AHS until they have taken and passed a written & oral placement test. If the student does not have sufficient proficiency, they will need to enroll at the appropriate level. For a student to progress from one level to the next (i.e., from Spanish 1 to Spanish 2), they must have a grade of C- or better at the end of the second semester. Students with a grade of F at the end of the first semester cannot continue to the second semester. Ashland High School Course Guide Page 52 of 68 3/4/2016

2 ADVANCED SPANISH FILM SEMINAR (11-12) COURSE # 6421 One Semester 1 Credit. Evening class. NCES CODE # Prerequisite: Students must be concurrently enrolled in Spanish 3, 4, or 5 or have instructor permission. In the first two weeks of class, students will have the opportunity to choose whether they would like to earn a letter or pass/fail grade. Students who choose to enroll in this class are interested in improving their listening comprehension and conversation skills in Spanish. They will also acquire a deeper understanding of the varied cultures, history, social movements, music and traditions of several countries in the Spanish-speaking world. This course is organized historically and geographically, beginning with early Spanish cinema in the 1920 s and ending with the most recent popular Latin American and Spanish films. Discussion will revolve around theme, character, direction, music, cinematography, history, politics and culture. Note: All discussion in this class will be in Spanish. Students must be willing to work at comprehension and production of language. ELD (ENGLISH LANGUAGE DEVELOPMENT) ( ) COURSE # 6132 (ELD 1) / 6133 (ELD 2) Full Year 2 Elective Credits. May be repeated for credit. NCES CODE # In certain circumstances, ELD may count for English credit with administrative approval. In certain circumstances, ELD may count for English credit with administrative approval. This course provides English language instruction for students whose first languages are other than English. Its purpose is to help these students learn and improve their English language skills. Emphasis is on the basic communication skills of listening, speaking, reading and writing in the English language. Vocabulary development and word knowledge, pronunciation, grammatical competency in English, oral discourse, and cultural development are important components of this course. The ELD class is a supplement to regular English classes and not intended to replace them. Students in the ELD class will be concurrently enrolled in an English class, as well as in other academic courses. FRENCH 1 ( ) COURSE # 5501 (S1) / 5502 (S2) Full Year 2 Credits. NCES CODE # French 1 introduces students to the study of French language and culture. Through exposure to spoken French, reading selections, music from various French cultures, video and the textbook, students build a foundation of comprehension and communication skills through the five facets of language: listening, speaking, reading, writing, and culture. Much of class time is devoted to the development of speaking skills, while written practice takes place primarily at home. Students work together and individually in a variety of oral and written activities and projects that require synthesis of vocabulary, grammar, and language structure into meaningful communication. Vocabulary topics include self, family, classroom, time, seasons and weather, leisure activities and sports, home, clothing, places, food, body. Students will express likes, dislikes, opinions, personal feelings, as well as describe and ask simple questions. Projects might include putting together a clothing catalogue, presenting a fashion show with narration, writing a basic children s' book using a variety of adjectives, or giving an imaginary TV weathercast from one of the 37 French-speaking countries of the world. Ashland High School Course Guide Page 53 of 68 3/4/2016

3 FRENCH 2 ( ) COURSE # 5503 (S1) / 5504 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: French 1 or instructor permission. French 2 continues to build skills through a variety of listening, speaking, reading, writing, and culture activities. Students are challenged by a more in-depth study of vocabulary, grammar, and language structure via children s books, short stories, poetry, a feature film whose script is used as a text, music from several different French cultures, and art. You will note that there is no textbook for this course, as students use French reading selections to build receptive and productive language skills in order to apply, synthesize, and create language in meaningful contexts. This might mean writing and performing a skit with a partner or a group, writing and presenting a timeline of your life or writing a children's book. French 2 is a challenging course that requires good time management and organizational skills by students. The leap in language ability from French 1 to the end-of-the year French 2 student is impressive. FRENCH 3 (11-12) COURSE # 5505 (S1) / 5506 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: French 2 or instructor permission. French 3 is for students who are truly committed to the study of French in order to gain a greater degree of listening, reading, and written and spoken proficiency in the language. Emphasis is on integrating vocabulary and more advanced language constructs into a variety of oral and written, group and individual activities and projects. You will note that there is no formal textbook for this course, as authentic literature and media serve as texts. Activities include reading stories from Le Petit Nicolas, studying poems, using a French film script as a text and then seeing the film, and a study of French Impressionist painting. Students will respond in both written and oral form to classroom activities, and journal writing also begins. Various genres of French music from France, the French-Caribbean, and French West Africa continue to be an integral part of broadening students' language and culture base. Students apply, synthesize, and create language in challenging, meaningful contexts. FRENCH 4 (12) COURSE # 5507 (S1) / 5508 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: French 3 or instructor permission. The heart of this advanced course is in oral and written proficiency and interdisciplinary curriculum. Grammar, vocabulary, and language structure review and expansion are done in the context of authentic literature (which includes an in-depth study of the French classic, Le Petit Prince), French film, "Au Revoir les Enfants" by Louis Malle, music, history, psychology, cooking, and art. Activities include oral presentations (both individual and group), group discussions, written and oral responses to literature, film, art, and media, and cooking an authentic French dish for a gourmet class luncheon. Examples of projects are: writing an imaginary new chapter to Le Petit Prince; writing and performing oral skits in groups based upon the newly created chapters; writing poetry in French; making a video with class members akin to the Galloping Gourmet for our study of French cuisine. MANDARIN CHINESE 1 ( ) COURSE # 1001 (S1) / 1002 (S2) Full Year 2 Credits. NCES CODE # The goal of first year Mandarin Chinese is to teach students essential daily conversation skills, expand vocabulary skills, practice rhythms to improve tonality and accent, introduce writing strokes and stroke order, and to learn to read and write beginning characters. In the process, Chinese culture and history will be discussed. Ashland High School Course Guide Page 54 of 68 3/4/2016

4 MANDARIN CHINESE 2 ( ) COURSE # 1006 (S1) / 1007 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: Mandarin Chinese 1 Mandarin 2 aims to build upon and further the communication skills of the learner. Students become more proficient and confident with skills that were acquired in Mandarin 1. This course requires a great deal of commitment as students gain confidence in speaking Mandarin. The study of Chinese culture will also be part of the course. MANDARIN CHINESE 3 (11-12) COURSE # 1014 (S1) / 1015 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: Mandarin Chinese 2 This course builds on language skills developed in Mandarin Chinese 1 and 2. The course will complete and review basic grammar and key sentence patterns of Chinese, provide practice in the appropriate use of idiomatic expressions, and further develop skill in reading and writing Hanzi (Chinese characters). Students who complete this course should be able to initiate discussion on topics of daily life, understand more complicated sentences, and write short compositions such as a message or short letter. MANDARIN CHINESE 4 (12) COURSE # 1017 (S1) / 1018 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: Mandarin Chinese 3 This course introduces additional characters with more complicated dialogue and sentence patterns. This course further develops the fluency in speaking, listening, reading, and writing skills in Mandarin Chinese. Students will extend their ability to communicate effectively and properly in various real-life situations, learn more complex grammatical structures, and increase vocabulary using a significant number of characters. Students will read and discuss supplemental materials including Chinese proverbs and folk stories. Ashland High School Course Guide Page 55 of 68 3/4/2016

5 SPANISH 1 ( ) COURSE # 5513 (S1) / 5514 (S2) Full Year 2 Credits. NCES CODE # Spanish 1 is an introductory course that launches the learner on the difficult but rewarding path to proficiency in order to function with native Spanish speakers throughout the world. Particular emphasis is also placed on cultural awareness, including songs, customs, and social protocol. We will learn to talk about ourselves, our families, the classroom, clock time, the calendar, weather/seasons, activities, home, clothing places, friends, and food. Students should be able to express personal feelings, likes dislikes, and ask simple questions, provide simple descriptions, make and respond to greetings, express quantity and frequency, and generally be proficient and confident with the course content. This course is designed to target students new to Spanish or students with limited prior second language knowledge. This is also an appropriate placement for students who are unsure of time available for a rigorous Honors class due to a difficult class load or demanding extracurricular activities. If a student has had a break in time of more than a summer in their language learning or students that have writing and reading levels in English at grade level or lower would find this an appropriate placement. Because Spanish is the second language of the United States with over 40 million speakers, this course is not only for college-oriented students, but also for those students who are interested in acquiring a second language to enhance their job skills or enable them to travel. SPANISH 2 ( ) COURSE # 5515 (S1) / 5516 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: Spanish 1 or instructor permission. Spanish 2 aims to build upon and further the cultural and communication skills of the learner. The two primary past tenses (preterit & imperfect) allow for a huge leap in possible communication. Students become more proficient and confident with skills that were acquired in Spanish 1. The leap from Spanish 1 to Spanish 2 in reading, writing, listening, and speaking skills is significant and rewarding and requires a great deal of commitment and hard work. Reading and writing become more important as students learn more sophisticated constructions. There is a continued emphasis on cultures in Spain and Latin America, as well as Latino culture in the United States. We will review what we learned to talk about in Spanish 1 and we will learn to talk about our city/town/community, stores/shopping, school, geography, social activities/interests, health, animals, occupations, travel, past events, and daily routines. Group and individual learning projects will integrate language and cultural knowledge and show student achievement. Ashland High School Course Guide Page 56 of 68 3/4/2016

6 SPANISH 3 ( ) COURSE # 5517 (S1) / 5518 (S2) Full Year 1 Credit. NCES CODE # Prerequisite: Spanish 2 or instructor permission. The dedicated student of Spanish will gain a greater degree of proficiency in the concepts and language structures through a variety of oral and written, group and individual activities. Emphasis is on communication. Using a variety of materials (movies and music from various Spanish-speaking cultures, realia, textbook, and technology) students will build their skills of comprehension and communication. We will talk about our communities, school and schedules. We will discuss our daily routines. We will learn to extend, accept, and reject invitations. We will make appointments and reservations. We will practice asking many questions, through such topics as giving and obtaining permission and requesting assistance. Student should be comfortable in an immersion environment because the majority of the class will be conducted in Spanish. Students must be willing to work at comprehension and production of language. SPANISH 4 (11-12) COURSE # 5519 (S1) / 5520 (S2) Full Year 2 Credits. NCES CODE # Prerequisite: Spanish 3 or instructor permission. Spanish 4 is an advanced course in oral and written proficiency. Grammar, vocabulary, and language structure are reviewed and expanded. The materials used for activities (movies and music from various Spanish-speaking cultures, realia, textbook, and technology) provide contemporary topics and up-to-date vocabulary for discussion and composition. Emphasis is on communication. Students will build their skills of comprehension and communication through the five facets of language: listening, speaking, reading, writing, and culture. We will review and recycle topics and functions. We will discuss health topics and celebrations. We will talk about our future plans, travel or vacations, and occupations. We will have discussions stating our feelings, emotions, and opinions. We will use all major time frames for discussions, readings, and compositions. Student should be comfortable in an immersion environment because the majority of the class will be conducted in Spanish. Students must be willing to work at comprehension and production of language. SPANISH 5 (12) COURSE # 118 (S1) / 119 (S2) Full Year 2 credits NCES CODE # Prerequisite: Spanish 4 or instructor permission. Spanish 5 is an advanced course that will review and synthesize grammar, vocabulary and language structures through the study of interdisciplinary history, literature, art, music and various culturally significant topics. The focus of Spanish 5 is greater oral and written communication for the advanced student wanting to continue strengthening his or her Spanish skills. Student should be comfortable in an immersion environment because the majority of the class will be conducted in Spanish. Students must be willing to work at comprehension and production of language. Ashland High School Course Guide Page 57 of 68 3/4/2016

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication: