Glastonbury Public Schools World Language
Grades 9-12 Curriculum

Glastonbury High School World Language and Multilingual Learner Program Overview
The Glastonbury High School World Language Department and Multilingual Learner Program offer a wide variety of elective courses, summer learning camps, and extracurricular clubs, activities, trips and exchanges for our students.
The presentation here provides a broad overview. Our World Language elective courses are listed below by language. You may also visit the Multilingual Learner website for more information on that program.
Spanish
Spanish 3
Proficiency Target: Intermediate
This course follows Spanish 2 taken in grade 8.As part of answering the essential question “What happens when two cultures meet?”, students will be able to participate in conversations. Students in this course will also be able to communicate with others about familiar topics, as well as researching and presenting information on a wide variety of themes including:
Mesoamerica and South America
Los Mayas
Los Aztecas
Los Incas
La conquista
El gran intercambio
La colonia
La independencia
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 3, Level 1
Proficiency Target: Intermediate
This course follows Spanish 2 taken in grade 8.As part of answering the essential question “What happens when two cultures meet?”, students will be able to participate in conversations. Students in this course will also be able to communicate with others about familiar topics, as well as researching and presenting information on a wide variety of themes including:
Mesoamerica and South America
Los Mayas
Los Aztecas
Los Incas
La conquista
El gran intercambio
La colonia
La independencia
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 4
Proficiency Target: Intermediate
As part of answering the essential question “Who are the Spanish?”, students will be able to participate with ease and confidence in conversations about familiar topics. Students in this course will also be able to discuss events and experiences in various time frames, as well as handling complex social interactions. Students will also be able to research and present information on a wide variety of themes including:
Introducción a la cultura de España
España contemporánea
Gobierno de España
Historia de España
Literatura Española
El arte español
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 4, Level 1
Proficiency Target: Intermediate
As part of answering the essential question “Who are the Spanish?”, students will be able to participate with ease and confidence in conversations about familiar topics. Students in this course will also be able to discuss events and experiences in various time frames, as well as handling complex social interactions. Students will also be able to research and present information on a wide variety of themes including:
Introducción a la cultura de España
España contemporánea
Gobierno de España
Historia de España
Literatura Española
El arte español
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 5
Proficiency Target: Intermediate
As part of answering the essential questions “Who am I? What are the concepts of “self” in Hispanic cultures and in diverse societies?", students will investigate and uncover the concept of “identity” in relation to themselves and the Hispanic immigrant community through an exploration of various perspectives and the impact/contributions to U.S. society. They will be able to participate in conversations and debates about familiar topics, even when there is an unexpected complication. They will be able to construct presentations in various time frames that illustrate particular viewpoints. Themes explored in this course include:
La identidad y los estereotipos
La familia, nuestros antepasados y la inmigración
Los mexicanos
Los puertorriqueños
Los cubanos
Los dominicanos
El proceso de asimilación
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 5, Level 1
Proficiency Target: Intermediate
As part of answering the essential questions “Who am I? What are the concepts of “self” in Hispanic cultures and in diverse societies?", students will investigate and uncover the concept of “identity” in relation to themselves and the Hispanic immigrant community through an exploration of various perspectives and the impact/contributions to U.S. society. They will be able to participate in conversations and debates about familiar topics, even when there is an unexpected complication. They will be able to construct presentations in various time frames that illustrate particular viewpoints. Themes explored in this course include:
La identidad y los estereotipos
La familia, nuestros antepasados y la inmigración
Los mexicanos
Los puertorriqueños
Los cubanos
Los dominicanos
El proceso de asimilación
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 6
Proficiency Target: Intermediate-Advanced
As part of answering the essential question “How am I transformed by the study of language and culture?”, students will explore current print, audio and visual media in the Hispanic world. Students will be able to understand and communicate in all major time-frames with ease and confidence within personal, general and abstract contexts. Essential questions explored in this course include:
What defines you as a world citizen?
How can you use your study of language and culture to contribute to your community?
How do you value similarities and differences between cultures?
What opportunities are available because you have proficiency in another language?
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish 6 AP, UConn Early College Experience
Proficiency Target: Intermediate-Advanced
As part of answering the essential question “How am I transformed by the study of language and culture?”, students will explore current print, audio and visual media in the Hispanic world. Students will be able to understand and communicate in all major time-frames with ease and confidence within personal, general and abstract contexts. Essential questions explored in this course include:
What defines you as a world citizen?
How can you use your study of language and culture to contribute to your community?
How do you value similarities and differences between cultures?
What opportunities are available because you have proficiency in another language?
UConn Early College Experience
ECE is an opportunity for students to take University of Connecticut courses taught on the high school campus by high school instructors who have been certified as adjunct faculty members by UConn. Courses offered through UConn ECE are approximately one-tenth of the cost in comparison to taking the same course on a UConn campus. Students must earn a C or higher in order to have the credits applied toward the UConn non-degree transcript. If the student earns a C– or lower the course grade will be automatically changed to an audit. Students may earn 6 credits by taking this course. The UConn course equivalents are:
SPAN 3179: Spanish Conversation: Cultural Topics
SPAN 3178: Intermediate Spanish Composition
Visit http://ece.uconn.edu/ for more information.
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish I
Proficiency Target: Novice
As part of answering the essential questions, “What is culture? What is Spanish culture?”, students will be able to communicate on a limited number of familiar topics using single words and phrases that have been practiced and memorized. Students will also be able to use information to present about themselves. Supporting essential questions in this course include:
Why Spanish?
Who are you?
What is your school like?
Where do you live?
What do you do in your free time?
Who are the important people in my life?
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish II
Proficiency Target: Novice
As part of answering the essential question, “What does foreign mean?”, students will be able to communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized. Students will also be able to present information about themselves and other familiar themes using memorized language including:
What do people like?
What do people eat?
What do people wear?
How do people celebrate?
What do people do for fun?
Where do people go?
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish III
Proficiency Target: Novice-Intermediate
As part of answering the essential question “What happens when two cultures meet?”, students will be able to communicate and exchange information. Students will be able to participate in short social interactions and everyday situations, as well as be able to present basic information on familiar themes including:
Mesoamerica and South America
Los Mayas
Los Aztecas
Los Incas
La conquista
El gran intercambio
La colonia
La independencia
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish IV
Proficiency Target: Intermediate
As part of answering the essential question “Who are the Spanish?”, students will be able to participate in simple conversations and answer questions on familiar topics. Students will be able to participate in short social interactions that include asking and answering questions, as well as presenting information on familiar themes including:
Introduction to Spanish Culture
Geography & Climate
Contemporary Spain
Government
History
Literature
Art
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Spanish V
Proficiency Target: Intermediate
As part of, answering the essential questions “Who am I? What are the concepts of ‘self’ in Hispanic cultures and in diverse societies? How does self-identity change?”, students will be able to participate in conversations about familiar topics, ask and answer a variety of questions, as well as describe themselves and their everyday lives. Students will also be able to present information on a wide variety of thematic topics including:
La identidad y los estéreotipos
La familia, nuestros antepasados y la inmigración
Los mexicanos
Los puertorriqueños
Los cubanos
Los dominicanos
El proceso de asimilación
Spanish courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French
French 3
Proficiency Target: Intermediate
As part of answering the essential question, “Who are the French?”, students will be able to participate in conversations. Students in this course will also be able to communicate about familiar topics, as well as researching and presenting information on varied cultural themes. This course follows French 2 taken in grade 8.
Traveling
Visiting a city, such as Paris & Chartres
Living in France
French food & mealtimes
Shopping
La Bretagne
La Touraine and its castles
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 3, Level 1
Proficiency Target: Intermediate
As part of answering the essential question, “Who are the French?”, students will be able to participate in conversations. Students in this course will also be able to communicate about familiar topics, as well as researching and presenting information on varied cultural themes. This course follows French 2 taken in grade 8.
Traveling
Visiting a city, such as Paris & Chartres
Living in France
French food & mealtimes
Shopping
La Bretagne
La Touraine and its castles
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 4
Proficiency Target: Intermediate
As part of answering the essential question, “What happens when two cultures meet?”, students will be able to participate with ease and confidence in conversations about familiar topics. Students in this course will also be able to discuss events and experiences in various time frames, as well as handling social interactions. Students will also be able to research and present information on varied, cultural themes including:
French-speaking Canada
The French explorers
Modern Canada
Louisiana
Historical influence of the French in Louisiana
Contemporary Louisiana
Martinique
History of the island
Martinique today
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 4, Level 1
Proficiency Target: Intermediate
As part of answering the essential question, “What happens when two cultures meet?”, students will be able to participate with ease and confidence in conversations about familiar topics. Students in this course will also be able to discuss events and experiences in various time frames, as well as handling social interactions. Students will also be able to research and present information on varied, cultural themes including:
French-speaking Canada
The French explorers
Modern Canada
Louisiana
Historical influence of the French in Louisiana
Contemporary Louisiana
Martinique
History of the island
Martinique today
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 5
Proficiency Target: Intermediate
As part of answering the essential questions “Who am I?”, “What is self-identity?” and “How and why does our identity change?”, students will be able to communicate about familiar topics, even when there is an unexpected complication. They will be able to construct presentations in various time frames that illustrate and defend particular viewpoints. Topics throughout the year include:
Le Maghreb
Les pays et les façons de vivre
Les Contes Africains
Le Père Éléphant
Le Pagne Noir
Keïta
Kirikou
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 5, Level 1
Proficiency Target: Intermediate
As part of answering the essential questions “Who am I?”, “What is self-identity?” and “How and why does our identity change?”, students will be able to communicate about familiar topics, even when there is an unexpected complication. They will be able to construct presentations in various time frames that illustrate and defend particular viewpoints. Topics throughout the year include:
façons de
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French 6
Proficiency Target: Intermediate-Advanced
As part of answering the essential question, “How am I transformed by the study of languages and cultures?” students will explore current print, audio and visual media in the French world. Students will be able to understand and produce paragraph-length discourse in all major time-frames with ease and confidence within personal and general contexts. Supporting essential questions throughout the year include:
What does it mean to be a global citizen?
How do I value similarities and differences between cultures?
How does my knowledge of the French language and culture change how I view the world?
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French AP, ECE
Proficiency Target: Intermediate-Advanced
As part of answering the essential question “How am I transformed by the study of languages and cultures?”, students will explore current print, audio and visual media in the French world. Students will be able to understand and produce paragraph-length discourse in all major time frames with ease and confidence within personal, general and abstract contexts. The AP French Language and Culture course is structured around six themes: Beauty and Aesthetics, Contemporary life, Families and Communities, Global Challenges, Personal and Public Identities, and Science and Technology. Students taking this course may enroll in the UConn ECE program. All students will be encouraged to prepare for the College Board’s Advanced Placement Examination in French. Cultural themes explored throughout the year include:
Global challenges
Science and technology
Contemporary life
Personal and public identities
Families and communities
Beauty and aesthetics
UConn Early College Experience
ECE is an opportunity for students to take University of Connecticut courses taught on the high school campus by high school instructors who have been certified as adjunct faculty members by UConn. Courses offered through UConn ECE are approximately one-tenth of the cost in comparison to taking the same course on a UConn campus. Students must earn a C or higher in order to have the credits applied toward the UConn non-degree transcript. If the student earns a C– or lower the course grade will be automatically changed to an audit. Students may earn 6 credits by taking this course.
Visit http://ece.uconn.edu/ for more information.
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French I
Proficiency Target: Novice
As part of answering the essential questions “What is culture? What is French culture?”, students will be able to communicate on a limited number of familiar topics using single words and phrases that have been practiced and memorized. Students will also be able to present information about themselves. Cultural units explored throughout the year include:
Geography of French-speaking world
Self-description
Days and months
School
Food
Weather
Seasonal activities
Family
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French II
Proficiency Target: Novice
As part of answering the essential question “What does foreign mean?”, students will be able to communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized. Students will also be able to present information about themselves and other familiar themes using memorized language. Supporting essential questions throughout the year include:
What/How do people celebrate?
What do people eat?
What do people wear?
What do people do for fun?
Where do people go?
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French III
Proficiency Target: Novice-Intermediate
As part of answering the essential question “Who are the French?” , students will be able to participate in short social interactions and everyday situations, as well as be able to present basic information on familiar themes including:
Travel
Visiting Paris & Chartres
Living in France
French food & mealtimes
Shopping
La Bretagne
La Touraine and its castles
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
French IV
Proficiency Target: Intermediate
As part of answering the essential question “What happens when two cultures meet?”, students will be able to participate in simple conversations and answer questions on familiar topics. Students will be able to participate in short social interactions that include asking and answering questions, as well as presenting information on familiar themes including:
French-speaking Canada
The French explorers
Modern Canada
Louisiana
Historical influence of the French in Louisiana
Contemporary Louisiana
Martinique
History of the island
French courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin
Latin I
Proficiency Target: Novice
As part of answering the essential question “Who were the Romans?”, the first year course provides extensive practice in reading skills by introducing students to a Pompeiian family and following events in the lives of these characters. These narratives provide opportunities for studying Roman culture as well as lively, relevant reading passages. There is emphasis on Latin language control and vocabulary particularly as they relate to English. Students learn to pronounce Latin correctly and sharpen listening and spelling skills through oral reading. Cultural themes throughout the year include:
Food
Entertainment
Government
Daily Life
Religion
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin I/II, Level 1
Proficiency Target: Intermediate
This course is an accelerated Latin I and Latin II course. As part of answering the essential question “Who were the Romans?”, this course provides extensive practice in reading skills by introducing students to a Pompeiian family and following events in their lives. These stories provide opportunities for studying Roman culture as well as analyzing text. There is emphasis on Latin language control and vocabulary particularly as they relate to English. Students learn to pronounce Latin correctly and sharpen listening and spelling skills through oral reading. Students who might be eligible are those who have successfully studied another language. The course is offered at high achievement level and registration requires the recommendation of a previous language teacher. Cultural themes explored throughout the year include:
Food
Entertainment
Government
Daily Life
Religion
Mythology
Technology
Literature
History
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin II
Proficiency Target: Novice-Intermediate
As part of answering the essential question “What happens when two cultures meet?”, the second year course in Latin continues development of skills in reading and comprehension begun in Latin I. The readings are a continuation of the Latin I narratives and take place in Roman Britain and Roman Alexandria. Students explore life in the Roman provinces and how Roman occupation influenced it. Vocabulary and derivative acquisition continues. Cultural units throughout the year include:
Farming & Slavery in Roman Britain
British perspectives on Roman Rule
The Romanization of Roman Britain
The “Melting Pot” of Alexandria
Trade and Economy in Roman Egypt
A Roman Isis
Ancient Medicine(s)
Roman Baths at Aquae Sulis
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin II, Level 1
Proficiency Target: Novice-Intermediate
As part of answering the essential question “What happens when two cultures meet?”, the second year course in Latin continues development of skills in reading and comprehension begun in Latin I. The readings are a continuation of the Latin I narratives and take place in Roman Britain and Roman Alexandria. Students explore life in the Roman provinces and how Roman occupation influenced it. Vocabulary and derivative acquisition continues. Cultural units throughout the year include:
Farming & Slavery in Roman Britain
British perspectives on Roman Rule
The Romanization of Roman Britain
The “Melting Pot” of Alexandria
Trade and Economy in Roman Egypt
A Roman Isis
Ancient Medicine(s)
Roman Baths at Aquae Sulis
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin III
Proficiency Target: Intermediate
As part of answering the essential question “How does power affect people?”, in Latin III students continue their exploration of Roman culture through readings. Cultural topics include the study of Roman religion and the Roman government and army. Language control usage becomes increasingly complex so that by the end of the year, the student is nearly ready to read original Latin texts. There is continued work on vocabulary with particular emphasis on English derivatives. Cultural themes throughout the year include:
What do we know about the Romans based on their remains?
What do the Romans tell us about themselves in literature?
How do we interpret the evidence we have of Roman culture?
What did it mean to be a Roman citizen in Rome?
What did it mean to be a non-Roman citizen in Rome?
Why would someone from the provinces move to Rome?
What ethnicities and cultures were present in the Empire?
What was the role of religion in cultural identity in Rome?
How did foreign cultures influence Roman culture?
What were the different social classes?
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin III, Level 1
Proficiency Target: Intermediate
As part of answering the essential question “How does power affect people?”, in Latin III students continue their exploration of Roman culture through readings. Cultural topics include the study of Roman religion and the Roman government and army. Language control usage becomes increasingly complex so that by the end of the year, the student is nearly ready to read original Latin texts. There is continued work on vocabulary with particular emphasis on English derivatives. Cultural themes throughout the year include:
What do we know about the Romans based on their remains?
What do the Romans tell us about themselves in literature?
How do we interpret the evidence we have of Roman culture?
What did it mean to be a Roman citizen in Rome?
What did it mean to be a non-Roman citizen in Rome?
Why would someone from the provinces move to Rome?
What ethnicities and cultures were present in the Empire?
What was the role of religion in cultural identity in Rome?
How did foreign cultures influence Roman culture?
What were the different social classes?
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin IV
Proficiency Target: Intermediate-Advanced
As part of answering the essential question “How am I transformed by the study of Roman languages and culture?", the fourth year course consolidates the students' reading ability and understanding of Latin. Work on language control is finished and consolidated. Then the student begins to read original Latin authors and discuss rhetorical devices. This part of the course includes units on Pliny the Younger’s letters about government and daily life, sections from Catullus’s poetry, a section from the Aeneid, and poems from Ovid’s Metamorphoses. Supporting essential questions throughout the year include:
How do you perceive the world now that you have studied another language and culture?
How has Latin influenced our language?
How has Latin literature influenced English literature?
What is the historical importance of Latin literature?
What is a good translation?
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin IV, Level 1
Proficiency Target: Intermediate-Advanced
As part of answering the essential question “How am I transformed by the study of Roman languages and culture?", the fourth year course consolidates the students' reading ability and understanding of Latin. Work on language control is finished and consolidated. Then the student begins to read original Latin authors and discuss rhetorical devices. This part of the course includes units on Pliny the Younger’s letters about government and daily life, sections from Catullus’s poetry, a section from the Aeneid, and poems from Ovid’s Metamorphoses. Supporting essential questions throughout the year include:
How do you perceive the world now that you have studied another language and culture?
How has Latin influenced our language?
How has Latin literature influenced English literature?
What is the historical importance of Latin literature?
What is a good translation?
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Latin V, AP
Proficiency Target: Advanced
As part of answering the essential question "How are we transformed by our study of Latin?", students in AP Latin will study literature. As an AP course, readings focus on those authors most common to the AP literature exam (Vergil, Catullus, Ovid, etc.). The student does any grammar review needed and begins to sight read authentic Latin literature. There is emphasis on reading Latin literature critically, analyzing both prose and poetry and comparing themes, language and modes of expression with those found in modern literature. Supporting essential questions throughout the year include:
How do you perceive the world now that you have studied another language and culture?
How has Latin influenced our language?
How has Latin literature influenced English literature?
What is the historical importance of Latin literature?
What is a good translation?
Latin courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Greek & Mythology
Ancient Greek I
Proficiency Target: Novice
As part of answering the essential question “Who were the Greeks?”, the aim of this course is to enable students to read ancient Greek within the context of studying classical Greek culture. Daily life, political events, mythology, religion, philosophy, literature, art and architecture are among the areas explored. One of the goals of studying ancient Greek is to achieve a better understanding of English. Greek roots, prefixes and suffixes that appear in English are highlighted as well as the influence of Greek on the language of politics, philosophy, literature, science and medicine. Students should be taking Ancient Greek as an additional language, not as a primary world language. Cultural units explored throughout the year include:
Food
Entertainment
Government
Daily Life
Religion
Mythology
Technology
Literature
History
Ancient Greek courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Ancient Greek II
Proficiency Target: Intermediate
As part of the essential question, “What happens when two cultures meet?”, the second year course in Ancient Greek continues the development of skills and comprehension begun in Greek I. Language control will be further explored in the context of readings based on Greek history, culture, philosophy and mythology. Primary sources such as Herodotus, Thucydides, Plato, and Aristophanes will supplement the Greek texts. Contributions and influences of Greek on the development of English will continue to be a major focus. Students should be taking Ancient Greek as an additional language, not as the primary world language.
Ancient Greek courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Ancient Greek III
Proficiency Target: Intermediate
Offered as an independent study only.
Ancient Greek courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Advanced Studies in Classical Mythology, ECE
As part of answering the essential question, “What are cultural truths and how are they communicated?”, students will learn the origin, nature, and function of myth in the literature and art of Greece and Rome. Students will understand how and to what effect those myths have been applied over time, and recognize and analyze their influence in our modern society. Students should enroll in this course as an elective, not as a primary world language. The course is taught in English with Latin and Greek supplement. Students may also be eligible to earn up to 3 college credits if enrolled in the University of Connecticut’s Early College Experience.
UConn Early College Experience
ECE is an opportunity for students to take University of Connecticut courses taught on the high school campus by high school instructors who have been certified as adjunct faculty members by UConn. Courses offered through UConn ECE are approximately one-tenth of the cost in comparison to taking the same course on a UConn campus. Students must earn a C or higher in order to have the credits applied toward the UConn non-degree transcript. If the student earns a C– or lower the course grade will be automatically changed to an audit. Students may earn 6 credits by taking this course.
Visit http://ece.uconn.edu/ for more information.
Advanced Studies in Classical Mythology at the high school level helps students meet Glastonbury High School's Expectations for Learning.
Chinese
Chinese 1, Level 1
Proficiency Target: Novice
As part of answering the essential questions “Who are the Chinese? What is Chinese culture?”, students in this course will be able to express themselves in conversations on familiar topics such as family, daily activities, and sports using words, phrases, and simple sentences. Conversational Chinese and culture topics will be introduced to students through thematic language and culture units. Supporting essential questions throughout the year include:
How do the Chinese communicate?
What do Chinese people do?
How do they go about their routine?
What does a Chinese family look like?
What do the most important rites and celebrations tell us about Chinese culture and its history?
How does a school day in China compare with a day in the USA?
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Chinese 2, Level 1
Proficiency Target: Novice-Intermediate
As part of answering the essential question “What does foreign mean?”, students will be able to communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. They can usually handle short social interactions in everyday situations by asking and answering simple questions. The inflectional nature of the language and the acquisition of the Chinese characters will continue to be developed.
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Chinese 3, Level 1
Proficiency Target: Intermediate
As part of answering the essential question “How do we unlock the mystery of China?”, students will be able to participate in conversations on a number of familiar topics using simple sentences. They will be able to handle short social interactions in everyday situations by asking and answering questions. Conversational Chinese and cultural topics including the tea ceremony, arts, and celebrations will be introduced to students’ through thematic language and culture units.
How has the geography shaped the culture of China?
What is the geography and climate of China and how it affects the perspectives, practices and products of the Chinese people?
Let’s take a tour in China!
Where do people go?
What can I do in cities of China?
What does the cities tell us about China?
Food culture in China
What kind of food I can find in China?
Let’s drink tea!
Live in China
What are the communities like in China and how do they compare to ours?
How to see a doctor in China?
Let’s celebrate!
What specific traditions do they have?
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Chinese 4, Level 1
Proficiency Target: Intermediate
As part of answering the essential question “How do we unlock the mystery of travel?”, students will be able to participate in conversations on familiar topics using sentences and series of sentences. They will be able to handle short social interactions in everyday situations. The course will explore a variety of topics such as geography and travel that will serve as a basis for oral discussion and analysis. Various technologies and multimedia will be used to refine students reading and writing skills.
Getting ready
What’s the weather like in China?
Packing for clothes
Let’s go!
Where do people live?
How will I get around?
Let’s eat!
What kind of food will I eat?
Let’s celebrate!
What holidays do they celebrate?
What specific traditions do they have?
Where do the Chinese live and what are their homes like?
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Chinese 5, Level 1
Proficiency Target: Intermediate
As part of answering the essential questions “Who are the Chinese?”, students will continue to build on their language skills previously developed in the lower levels demonstrating increased confidence and language proficiency in listening, speaking, reading, and writing. This course expands the students’ knowledge base with new and more complex language structures. Students will be able to participate in conversations on familiar topics using sentences and series of sentences. They can handle short social interactions in everyday situations by asking and answering a variety of questions. Various technologies and multimedia will be used to refine students’ reading and writing skills. Supporting essential questions throughout the year include:
How has the geography shaped the character of the Chinese?
How do the Chinese express the self
through word and image?
How have artists, musicians, and philosophers shaped the cultural identity of China?
What do the most important festivals and celebrations tell us about Chinese culture and history?
How have the arts developed and how do they represent the Chinese character?
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Chinese AP, ECE
Proficiency Target: Intermediate-Advanced
As part of answering the question “How am I transformed by the study of languages and culture?”, students will be able to participate with ease and confidence in conversations on familiar topics. Students will be able to talk about events and experiences in various time frames with more details. They are expected to handle social interactions in everyday situations, even with occasional unexpected.
UConn Early College Experience
ECE is an opportunity for students to take University of Connecticut courses taught on the high school campus by high school instructors who have been certified as adjunct faculty members by UConn. Courses offered through UConn ECE are approximately one-tenth of the cost in comparison to taking the same course on a UConn campus. Students must earn a C or higher in order to have the credits applied toward the UConn non-degree transcript. If the student earns a C– or lower the course grade will be automatically changed to an audit. Students may earn 6 credits by taking this course.
Visit http://ece.uconn.edu/ for more information.
Chinese courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Russian
Russian 1 and 2, Level 1
Proficiency Target: Novice-Intermediate
As part of answering the essential questions “What is culture? What does foreign mean?” students will be able to communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized. Students will also be able to present information about themselves and other familiar themes using memorized language. Students in this course study Russian in an accelerated fashion in order to advance to Russian after two semesters of study. Students who might be eligible include those who have previously studied Russian, have studied another world language or speak another language at home. The course will be offered at high achievement level. Cultural units include:
Greetings and Introductions
The Russian Alphabet
Russian People, Places and Products
My Family
Famous Tourist Sites
Nicholas and Alexandra
Transportation in Russia
Fairy Tales
Russian courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Russian 3, Level 1
Proficiency Target: Intermediate
Students will explore the theme “What happens when two cultures meet?” speaking and writing about topics such as sports and hobbies, describing people, exchange programs, Moscow tourist sites, and weather and nature. Poetry, readings and listening will be included. Cultural topics will include climate in Russia, Siberia and its people. Alaska and its Russian history, and Russian foods. Cultural units include:
Sports and Hobbies
Meeting and Greeting
Climate and Weather of Russia
The Land and People of Siberia
ArtLink
Alaska’s Russian Connection
Getting Around Town
Russian Foods
How Do I Get to Red Square?
Russian courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Russian 4, Level 1
Proficiency Target: Intermediate
As part of answering the essential question “Who are the Russians?”, students will be able to communicate in language necessary for survival in the target culture. They will be able to create with the language to express their own meaning, and ask and answer a wide variety of questions. They will be able to participate in a variety of social situations. Cultural units include:
Animals in Russia
Inviting, Visiting and Gift Giving
Phonetics and Grandmas
Superman and the Cold War
Russian Art
The Kremlin
Russian Holidays and Celebrations
Moscow Metro
World War II in Russia
Russian courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Russian 5, Level 1
Proficiency Target: Intermediate
As part of answering the essential questions “Who am I? and What is self-identity, in diverse societies?”, Students will be able to participate in conversations necessary for survival in the target culture. They will be able to create with the language to express their own meaning. They will be able to ask and answer questions about a variety of topics, including those beyond themselves and their immediate surroundings. They will be able to describe and narrate simply on familiar topics. Cultural topics include:
Comparisons and Commercials
Prices and Quantifying Things
The Bridge
The Cold War in Russia
Immigration
Health Care in Russia
Housing in Russia
Hypothesizing
Propaganda
Russian courses at the high school level help students meet Glastonbury High School's Expectations for Learning.
Russian 6, AP
Proficiency Target: Intermediate-Advanced
As part of answering the essential question. “How am I transformed by the study of Russian language and culture?”, students will be able to participate with ease in conversations on a variety of topics beyond themselves. They will be able to describe and narrate with more detail on a variety of topics. They will be able to handle situations without complications and some situations with a complication. All students will be encouraged to prepare for the College Board’s Advanced Placement Examination in Russian.
University Applications in Russia
Get on My Case
Problems Facing the World Today
Eugene Onegin
My Family’s History
Powerful Poets
Peter’s Burg
Here, There, Let’s Compare
Russian courses at the high school level help students meet Glastonbury High School's Expectations for Learning.