World Language

Overview

WORLD LANGUAGE PHILOSOPHY

The World Language Program in Madison believes that all students have the potential to communicate effectively in another language, and to develop cultural understanding of that language and compare it to their own. The program will help each student attain his/her personal best proficiency level in at at least one other language besides their first language (modern or classical).

Through the study of another language and the communities that share a language, our students are encouraged to recognize that we live in a global society where an awareness of difference in attitudes and perspectives is a necessity for the success of humankind. We will educate students to be linguistically and culturally equipped to communicate successfully both home and abroad.

DELIVERY METHOD / VALUES

To teach World Language effectively, language educators and their students use the target language as exclusively as possible (90% plus at all levels). Teachers provide comprehensible input in the language that is directed toward communicative goals, make meaning clear through body language, gestures, and visual support, and check for understanding regularly. K-8 teachers provide compelling, comprehensible, and personalized input in the target language. TPRS™ (Teaching Proficiency Through Reading and Storytelling) is one of the strategies that provides comprehensible input to support students as they acquire the language. Teachers also use strategies that encourage success and development in the five essential areas of world language learning: Communication, Cultures, Connections, Comparisons, and Communities.

STANDARDS

The Madison district standards are based on the ACTFL World-Readiness Standards for Learning Languages that define the central role of World Languages in the learning career of every student. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities (ACTFL 2016).

Communication

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings and opinions.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Cultures

Interact with cultural competence and understanding

Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

Connections

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Acquiring Information & Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Comparisons

Develop insight into the nature of language and culture in order to interact with cultural competence.

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

Communities

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

21st Century Capacities

World Language

Guiding Documents

Kindergarten - Spanish

UnitDescription

Unit 1

¡Bienvenidos!

Bienvenidos! Welcome to Spanish class! Kindergarten students will begin their once a week adventure into exploring Spanish. Students will be introduced to the puppet Tomás el Tucán, a new friend from Costa Rica, who will accompany them on their Spanish adventure. This welcome unit will expose students to high frequency words associated with greetings, introductions and farewells, basic courtesies, asking someone how they are, and basic responses. Students will reflect on what makes them a good citizen in their Spanish classroom. Students will acquire high frequency words using the TPRS method. Students will learn TPR gestures for each high frequency word, listen to and participate in engaging mini-stories, as well as activities related to this topic.

21st Century Capacities: Citizenship

Unit 2

La Aventura (The Adventure)

Kindergarten students continue on their Spanish adventure (la aventura) through the jungle (la selva). Students met Tomás el Tucán in the previous unit, and will now meet his friend Manny the Mono (monkey) who will continue on the adventure with them. This unit will expose students to high frequency words, including high frequency verbs like is, has, and eats. Students will also learn how to say boy and girl and tell what their names are. Students will learn TPR gestures for each high frequency word, listen to and participate in mini-stories, and other engaging activities. Students will ultimately build on their citizenship skill from the previous unit by producing their own book to give back to their school library/nursery. The class will compile a big book of little stories. The jungle adventure will end when students make it to El Volcán. Put on your sombrero, grab your maraca, and let's have a ¡FIESTA!

21st Century Capacities: Product Creation

Grade 5 - Spanish

UnitDescription

Unit 1

Not all classrooms are created equal

"Not all classrooms are equal." This unit introduces grade 5 Spanish students to the classroom, specifically their Spanish classroom at Brown School. Students will be able to identify classroom objects and materials, and use basic questions to communicate what they need in their classroom. Students will learn how weekly independent reading will be a part of their classroom at Brown, as compared to the Biblioburro in Colombia that delivers books to children in need. Students will be able to compare and contrast classrooms around the world with their own and address a need in an underprivileged classroom, in order to understand that not all classrooms are created equal.

21st Century Capacities: Product Creation

Unit 2

¿Qué pasa en tu casa? (What's going on at your house?)

“¿Qué pasa en tu casa?" This unit introduces grade 5 Spanish students to many high frequency words and structures associated with the house. Students will be able to identify content specific nouns and verbs (third person, present tense) in the context of the home and various related activities within it. At the end of the unit, students will be able to apply their new language skills as they guide their peers on a narrated tour of where they live to show what happens in their house.

21st Century Capacities: Presentation

Unit 3

Where will your hunger take you?

This unit introduces grade 5 Spanish students to many high frequency words and structures associated with regional foods and meals. During this unit students will collaborate to compare and contrast foods from Spanish speaking countries with foods they are familiar with. Students will be able to express their likes and dislikes as they relate to food as well as identifying content specific nouns and verbs (third person, present tense). Students will read and dramatize a series of mini stories, and reinforce high frequency vocabulary with many TPRS related games and strategies, such as: PQA and MovieTalk. Students will also work collaboratively on a jigsaw activity to build their cultural knowledge of regional foods in six different Spanish speaking countries and share their findings. Students will develop their spontaneous speaking skills through a paired food related bargaining activity and later on their PBA. Through dialogue practice without scripts, students will practice the skill of perseverance. At the end of the unit, pairs of students will participate in a bargaining exchange in a market place in the capital of a Spanish speaking country. Let's make a deal!

21st Century Capacities: Perseverance

Unit 4

A pet is FURever

In this unit, grade 5 students will be exposed to many high frequency words and structures within the context of a novel. Students will communicate information about their family dynamic, pets, friendship, and responsibility. Students will be able to express which pets they like, have, and want, communicate the members of their family, and describe using first person present tense. Students will read and dramatize a series of texts and reinforce high frequency vocabulary with many TPRS related games and strategies.

21st Century Capacities: Decision Making

Grade 7 - French

UnitDescription

Unit 1

Raconte-moi une histoire! (Tell me a story!)

"Raconte-moi une histoire! (Tell me a story!)". This unit introduces students to the French language for the very first time. Students begin learning "survival French" skills in order to show them that they can communicate in French even with very basic skills. Students will be introduced to new technology resources and how they can utilize them to enhance their language skills. Throughout the unit, students will be introduced to high frequency words through storytelling. Students will see how high frequency words are used in a mini story digitally represented on StoryJumper. They will ultimately work together to create their own storybook with high frequency words on StoryJumper. In little time, students will discover that they can be a French storyteller!

21st Century Capacities: Collective Intelligence, Product Creation

Unit 2

It's 'Vous' to you!"

During this unit we will be focusing on the concept of "la politesse" which means politeness. As we discuss our likes and dislikes, we will be learning about the cultural differences that exist between America and various francophone countries when it comes to greetings and getting to know others. We will be developing our speaking and writing skills as we learn to explain our actions and choices. This unit will also allow students to expand upon their conversational skills by introducing the concept of asking for and stating likes and dislikes. By the end of the unit, students will share their new expertise by teaching a friend and family member how to navigate various social situations during a trip to France!

21st Century Capacities: Collective Intelligence, Product Creation, Engaging in Global Issues

Unit 3

Mon cher ami (My dear friend)

During this unit, we will be gathering and sharing information about our lives at school and at home and seeing how that compares with our classmates and students our age in France and other francophone places. Throughout this unit we will also be following the adventures of Brandon Brown as he navigates some tricky situations with his family and friends. We will be making predictions and comparing Brandon's choices with our own. In addition, we will be participating in a unit long Pen-pal exchange with a French student from another class. This ongoing Performance based assessment consists of several engaging and communicative activities that will culminate in a final assessment in which each student will synthesize all the information they have learned about their in-school pen pal in order to represent them accurately.

21st Century Capacities: Synthesizing, Presentation

Unit 4

On y va! (Let's Go!)

Join us as we explore life in Paris as a middle schooler! Students will get an insider's look at Parisian life as they prepare for an imaginary year abroad. They will enroll in school and participate in school activities, as well as find an apartment that suits their individual styles! They will learn how to navigate the metro as they become familiar with the sites of their adoptive city. They will show off their skills at ordering in a café like a real Parisian and hold up their end of the conversation as they discuss their likes and dislikes and daily life.

The unit will then culminate in the planning of an amazing weekend for when their pen pal comes to stay with them! They will tailor the visit to the interests of their pen pal and fully prepare their pen pal by explaining how to get around the city as they hit up all the best tourist attractions. On y va! Let's Go!

21st Century Capacities: Product Creation, Decision Making

Grade 7 - Spanish

UnitDescription

Unit 1

Quien soy yo en Polson? (Who am I at Polson?)

"Who am I at Polson?" Madison students will take another look at "themselves" in Spanish, this time paying special attention to who they are at their new middle school - Polson. Students will be engaged in learning more about their new identity at Polson, which includes many new online language learning tools and how they will enhance their middle school experience. This unit goes into detail about what it is like to be a middle school student, including specific courses, classroom objects, activities, expressing preferences, and describing yourself. Students will be able to compare and contrast their middle school schedules and experience with those of students in Spanish speaking countries. They will ultimately select a school that interests them for a study abroad program and will need to correspond with their host family beforehand.

Following the PBA, students will read their first short novel in the target language, Noches misteriosas en Granada, about a boy who studies abroad in Granada, Spain.

21st Century Capacities: Presentation

Unit 2

Cuerpo sano, mente sana (Healthy body, healthy mind)

"Cuerpo sano, mente sana". Polson students will be able to express their likes and dislikes about a variety of foods, drinks, and activities in the target language. Through a collaborative jigsaw process using the website choosemyplate.gov (in Spanish) students will explore a series of health articles (infographics). They will later reflect on what it means to be a healthy adolescent by designing their own infographic offering tips to their Polson classmates using the Tiger Fitness Center. Through collaborative work students will reflect on their individual contribution to the group process and understand what it means to be "collectively intelligent."

21st Century Capacities: Synthesizing, Collective Intelligence

Unit 3

¡A celebrar! (Let's celebrate!)

During this unit, students will highlight their favorite places to go in and around Madison, and the different activities they do with family and friends at these locations. Students will be able to compare their lifestyle to the main character, as we read a novel throughout the unit. They will also learn about family and adolescent life in Mexico and be able to compare it with their lives (and the main character's) in the United States. The concept of "ir + a + infinitive" will be a focus point as students make predictions for the novel and talk about where they are going to go and what they are going to do at these places. Students will work collaboratively to plan a weekend event in Madison for out of town guests and will share this information on a website they will create using google sites.

21st Century Capacities: Collective Intelligence, Product Creation

Unit 4

Mi casa es su casa

"Mi casa es su casa." Polson students will develop skills to describe their own bedrooms and houses, including making comparisons and using stem changing verbs like poder and dormir in context. Students will participate in an activity to jigsaw information about various houses, as their classmates develop listening comprehension skills to correctly represent the house that they are describing. Students will ultimately play the role of a Real Estate Agent, gathering information about different homes in the Spanish speaking world, and making various decisions between homes based on the criteria provided by their "client."

21st Century Capacities: Presentation, Decision Making

Latin 1

UnitDescription

Unit 1

Tantae Molis erat, linguam Anglicam prodere 1 (How great the effort, to create the English Language)

The foundations Unit 1 is designed to acclimate the beginning Latin student to the new language before entering a thematic unit of study. Highlights of this unit include a pronunciation guide, a guide into English Grammar, Vocabulary and Derivatives, and teaching the students how to interact with "Cambridge" using some basic Comprehensive Input strategies.

Students will be taught to use roots to identify meaning, as well as how to understand the meaning of Latin without translating by using Context and the knowledge of the vocabulary already present.

The primary focus of this unit is showing how Latin can be taught to improve English and Latin skills concurrently. Primary Vocabulary comes from the Vocabulary Checklist 1 and 2 & Jenney Chapter 1.

The culminating activity will be the Student's first "CTE" Journal (Cite Translate Explain) using Latin and the roots to answer how is Roman Daily Life different from my own? or How can I use Latin to better understand English?

21st Century Capacities: Analyzing

Unit 2

Ars Longa, Vita Brevis! (Art lasts, life is but brief)

This unit is about the art and artifacts that remain at Pompeii. Students will use inquiry-based learning to determine the traits and characteristics that were important to the Pompeiian people, and by extension the Romans. During this unit, students will also be reading stories of business transactions and legal proceedings that would have happened in Pompeii. The main goal of the unit is to use the Art found in Pompeii to be a vehicle for students to create dialogues and stories about the business dealings in Pompeii.

21st Century Capacities: Analyzing, Product Creation

Unit 3

Theatrum Mundi et Caeli (The theater of the world and the sky)

Theatrum mundi et caeli: The theater of the world and the sky. This is a unit introducing both Roman comedy (Miles Gloriosus) and the 12 Olympian gods and goddess. Students will collectively develop their own judgments as to the characteristics and traits of both the Roman gods and goddesses and Roman comedy. During this unit, students will be reading in English the Roman comedy Miles Gloriosus, and in Latin the story of Minerva et Arachne (Latin Via Ovid). The main goal of the unit is to use Roman Comedy as a vehicle for students to create stories about the gods and goddesses learned in class. Grammatically, students will learn how to form and translate the Imperfect tense.

21st Century Capacities: Analyzing, Collective Intelligence

Unit 4

Morituri te salutant - We who are about to die salute you

The focus of this unit will be on the entertainment in Ancient Rome and Pompeii. As evidenced through what is left behind, we can see examples of Romans valuing story-telling, mythology, and athletic contests. Not the least of these are the circus maximus and the gladiatorial contests.

This unit will help students to become stronger readers of Latin by focusing on skills that will help them to read Latin better, quicker, and more fluently, especially when they do not know the words or constructions. This unit will teach basic reading strategies for the Latin (and English) student.

Students will focus on the difference between imperfect and perfect tense verbs, especially in "subito..." sentences, as well as sequence words. Students will also have their first exposure with 3rd Declension (M/F) Nouns.

The unit will culminate in a sight reading passage.

21st Century Capacities: Analyzing, Perseverance

Unit 5

Ab Urbe Condita - From the founding of the City

Unit 4, Ab Urbe Condita, transitions the Latin student from studying Roman entertainment to studying Roman politics, especially through the rhetoricians of the Republic. Students will be given an overview of the city under the rule of the monarchy, the beginning stages of the Republic, and study the tools and speeches of politicians who shaped the Republic.

Students will continue their study of nouns and adjectives by delving further into the Dative Case, including the dative of possession, comparative adjectives, and dative nouns with Special Verbs.

Students will further their understanding of verbs by learning how the verb forms change in the 2nd, 3rd, and 4th conjugations for the present, imperfect, and perfect tenses.

21st Century Capacities: Synthesizing, Presentation

Unit 6

Post hoc, ergo propter hoc (After this, therefore because of this)

The final unit of Latin 1 covers the last chapter of the book "Cambridge 1". The story ends with the eruption of Vesuvius, the event which leaves behind everything which we have from Pompeii. The title of the unit is specifically chosen a. because of the use of prepositions and b. because many students create the connection that the anulus aegyptius found in chapter 10 is the "reason" for the eruption of Vesuvius in the book.

The primary cultural piece will be a reading from Pliny the Younger concerning the eruption of Pompeii (6.16; 6.20).

In this unit, students will use all the skills they've developed throughout the year to create a story from the perspective of an object or person left behind at Pompeii. Students will be asked to also consider what we learn from the artifact or art piece. Also included in this unit is the grammar lesson on prepositional phrases, especially the ablative prepositions (SIDSPACE - sine, in, de, sub, pro, ab, cum, ex).

21st Century Capacities: Synthesizing, Product Creation

Spanish 1

UnitDescription

Unit 1

Quien soy yo en Hand? (Who am I at Hand?)

"Who am I at Hand?" Madison students will take another look at "themselves" in Spanish, this time paying special attention to who they are at their new high school - Daniel Hand. Students will be engaged in learning more about their new identity at Hand, which includes many new online language learning tools and how they will enhance their middle school experience. This unit goes into detail about what it is like to be a middle school student, including specific courses, classroom objects, activities, expressing preferences, and describing yourself. Students will be able to compare and contrast their high school schedules and experience with those of students in Spanish speaking countries. They will ultimately select a school that interests them for a study abroad program and will need to correspond with their host family beforehand.

Following the PBA, students will read their first short novel in the target language, Noches misteriosas en Granada, about a boy who studies abroad in Granada, Spain.

21st Century Capacities: Presentation

Unit 2

Cuerpo sano, mente sana (Healthy body, healthy mind)

"Cuerpo sano, mente sana". Hand students will be able to express their likes and dislikes about a variety of foods, drinks, and activities in the target language. Through a collaborative jigsaw process using the website choosemyplate.gov (in Spanish) students will explore a series of health articles (infographics). They will later reflect on what it means to be a healthy adolescent by designing their own infographic offering tips to their Hand classmates using the Tiger Fitness Center. Through collaborative work students will reflect on their individual contribution to the group process and understand what it means to be "collectively intelligent."

21st Century Capacities: Collective Intelligence, Product Creation

Unit 3

¡A celebrar! (Let's celebrate!)

During this unit, students will highlight their favorite places to go in and around Madison, and the different activities they do with family and friends at these locations. Students will be able to compare their lifestyle to the main character, as we read a novel throughout the unit. They will also learn about family and adolescent life in Mexico and be able to compare it with their lives (and the main character's) in the United States. The concept of "ir + a + infinitive" will be a focus point as students make predictions for the novel and talk about where they are going to go and what they are going to do at these places. Students will work collaboratively to plan a weekend event in Madison for out of town guests and will share this information on a website they will create using google sites.

21st Century Capacities: Collective Intelligence, Product Creation

Unit 4

Mi casa es su casa (My house is your house)

"Mi casa es su casa." Hand students will develop skills to describe their own bedrooms and houses, including making comparisons and using stem changing verbs like poder and dormir in context. Students will participate in an activity to jigsaw information about various houses, as their classmates develop listening comprehension skills to correctly represent the house that they are describing. Students will ultimately play the role of a Real Estate Agent, gathering information about different homes in the Spanish speaking world, and making various decisions between homes based on the criteria provided by their "client."

21st Century Capacities: Presentation, Decision Making

Spanish 3

UnitDescription

Unit 1

Navegando el mundo (Navigating the world)

Welcome to the Amazing Race - Daniel Hand Spanish edition! In this first unit of Spanish 3 students will become a part of the Amazing Race Latinoamerica. Students will be divided into pairs and explore and present who they really are as a team. In previous years of Spanish students have explored their own identity, their identity as a student, and their family, but now they will explore who they are as a member of a team. The teams will participate in challenges/activities related to Puerto Rico and Mexico, ultimately culminating in creating their own Amazing Race: Daniel Hand Spanish edition challenge. Similar to the Amazing Race program, teams will also create a videobio of their Amazing Race team showcasing who they are as a "team". Throughout the course of the challenges, students will also be exposed to grammar topics related to expressing themselves in the present tense that they can apply to their work. Let the games begin!

21st Century Capacities: Collective Intelligence, Product Creation

Unit 2

Heroes y Villanos (Heroes and Villains)

How do heroes and villains shape our world? Students will drive the work in this unit, jigsawing a variety of texts about Fidel Castro and exploring him as a multifaceted figure with both heroic and villainous traits. Students will also reflect on their own personal heroes, and what makes someone heroic or villainous. This unit will culminate in a PBA in which students will investigate several "ambiguous" Hispanic historical figures and present them virtually using infographics. The preterite tense, one of the past tenses, is emphasized throughout the work. The presentations will portray both the heroic and villainous characteristics/actions of these figures, and the student audience will individually have to choose and defend a position, dubbing each figure either hero or villain.

21st Century Capacities: Synthesizing, Alternate Perspectives

Unit 3

Misterios del mundo (Mysteries of the world)

Spanish 3 students will take a journey into the mysteries of the Spanish-speaking world, interpreting several legends, including the famous chupacabras: the Mysterious Monster of Latin America and comparing them to legends of their own culture. Students will see how the past tenses are used together for different reasons in the authentic context of legends. Students will embark on a task for "The Madison Historical society" to ultimately piece together their own Mysterious Monster of Madison, using the past tenses together, and their imaginations.

21st Century Capacities: Imagining, Product Creation

Unit 4

Desafios Globales (Global challenges)

In this final unit of Spanish 3, students will explore the difficulties of life in Guatemala and, more importantly, what is being done to improve the situation there. Students will read Esperanza, a true story about a family forced to emigrate from Guatemala to escape violence and create a more hopeful future. Students will view a variety of video clips as well as a documentary, "Living on One Dollar a Day," to better understand daily life in Guatemala. Students will independently explore the efforts of two charitable groups who are working to improve the socioeconomic situation and political climate. After examining Guatemala as a model, students will open up their investigation to the entire global community. Ultimately, students will find an actual charitable organization anywhere in the world to which they will apply for an internship, showcasing their new knowledge of the future and conditional tenses (will and would) to explain in the application how the experience will help them to realize their own hopes for the future, how their efforts will help to improve the situation in the community in which they will work, and explain in which area of the internship program they would like to participate. If we work together, there is hope for the future!

21st Century Capacities: Decision Making, Engaging in Global Issues