Grades 9-12 Curriculum

Spanish 3

Proficiency Target: Intermediate

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

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, 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, 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 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 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 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.

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, 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, 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 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 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 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 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, 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, 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, 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.

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.

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 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 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 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 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 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.