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ROSETTA STONE PROGRAM
Rosetta Stone independent Study (RS 100)
C 1
Prerequsite: Recommendation of school counselor or World Language chair
Course may be taken multiple times for additional credit and advanced leveling.
The need to produce global citizens is increasing, and proficiency in multiple languages is essential for our students to compete in the 21st century. In the R osetta Stone course students can choose to study a language identified as a need area for global competence or a language of interest due to their heritage. A R osetta Stone language study credit is a great addition to a student? s transcript and resume, and with recommendation, can be taken to be fulfilled their W orld Language graduation requirement. Students will receive guidance from a W orld Language teacher; however, considerable self-motivation and drive is necessary to be successful in a Rosetta Stone program.

ROSETTA STONE LANGUAGES AVAILABLE: Arabic, Chinese (Mandarin), Dutch, Filipino (Tagalog), French, G erman, G reek, Hebrew, Hindi, Irish, Italian, Japanese, Korean, Latin, Persian (Farsi), Polish, Portuguese (Brazil), Russian, Swedish, Turk
Learning Goals
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In the Rosetta Stone course students will:
  • learn and practice common words and concepts through a series of carefully crafted lessons that build speaking, reading, writing, and comprehension skills.
  • receive immediate feedback on pronunciation through advanced speech- recognition technology.
  • work on language skills at their own pace and still benefit from a teacher's individualized guidance.
CT Seal of Biliteracy
The Seal of Biliteracy is an award given in recognition of students who have attained proficiency in two or more languages by high school graduation. Appearing on a certificate, the Seal of Biliteracy is a statement of accomplishment for gaining competencyin two or more languages and is viewed as an asset when applying for a job or college admission. The Seal serves to certify attainment of biliteracy for students, employers and institutions of higher education. It is a statement of accomplishment that helps to signal evidence of a student's readiness for career and college, and for engagement as a global citizen. To meet the requirements for the Seal students must earn four credits of WRHS English and score Intermediate (mid/1-3, equivalent to an AP score of 3) or higher on each of the four components of the AAPPL,Assessment of Performance toward Proficiency in Languages. This test requires registration with the World Languages Department and will be administered each March. www.AAPPL.org
Spanish 1 (442)
C 1
Prerequsite: Beginning Spanish students and students who have not yet mastered the 7th & 8th grade Spanish 1 objectives
This is the initial phase of instruction in the Spanish language. Emphasis will be placed on the four linguistic skills of language learning: speaking, listening, reading, and writing. Students will practice all four skills, as well as develop a working vocabulary geared toward the situations presented. Extensive use will be made of paired communicative activities and audiovisual materials. Cultural concepts will also be introduced throughout the course dealing with the various Hispanic cultures and peopl
Learning Goals
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As a result of Spanish 1 the student will:
  • meet and greet people as well as express simple courtesies in Spanish.
  • describe self and family and express feelings.
  • communicate about school.
  • discuss the differences and similarities between schools in the United States and schools in Hispanic countries.
  • possess the language skills and cultural understandings necessary to go shopping in Spain and Mexico.
  • possess language skills and cultural understandings necessary to be a tourist in Spain and Mexico.
  • convey meaning about present, past and near future happenings.
Spanish 2 (452)
Spanish 2 Honors (454)
C 1
Prerequsite: Successful completion of 7th and 8th grade Spanish/Spanish 1 objectives
Students are placed into college preparatory or honors level class by teacher recommendation based on grade point average and classroom performance. Both levels of this course require a summer assignment.

As the student enters the second year of the language, greater emphasis is placed on communicating in times other than the present. Additional tenses such as the past and the future are studied, with continued emphasis on vocabulary acquisition and communication. Paired activities, cultural enrichment and written work are all stressed.
Learning Goals
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As a result of Spanish 2, the student will:
  • express present, past, future and circumstantial events.
  • explain how technology has affected life in Spain.
  • comprehend what people are saying and make oneself understood while speaking on the phone.
  • possess language skills and cultural understandings necessary to dine and travel through a Hispanic country.
  • discuss how pastimes and hobbies in Spanish-speaking countries are similar to and different from those in the United States.
Spanish 3 (462)
Spanish 3 Honors (464)
C 1
Prerequsite: Spanish 2
Students are placed into college preparatory or honors level class by teacher recommendation based on grade point average and classroom performance. Both levels of this course require a summer assignment.

The third year of language stresses the continued refinement of communicative skills as well as the expansion of vocabulary and cultural concepts. The student will be able to create with the language, incorporating a variety of tenses and structures. In addition, students will be required to extend their writing skills through selections which express their own ideas.
Learning Goals
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As a result of Spanish 3 the student will:
  • convey meaning about present, past, future, and circumstantial events.
  • give instructions and directions in formal and informal situations.
  • know how to respond in an emergency.
  • use direct and indirect object pronouns to enhance communication skills.
  • express wishes, desires, opinions, doubt, and emotion.
  • discuss the advantages and disadvantages of living in the city and the country.
  • possess language skills and cultural understandings necessary to be a tourist or resident of Spain and South America.
Spanish 4 (472)
Spanish 4 Honors (473)
C 1
Prerequsite: Spanish 3
Both levels of this course require a summer assignment.

Students are placed into college preparatory or honors level class by teacher recommendation based on grade point average and classroom performance.

This course continues to develop students' written and oral communication skills. It also consists of a review of basic Spanish grammar, combined with advanced grammatical structures, such as the uses of the subjunctive mood in the present and past. Students are also introduced to a variety of literary and cultural pieces appropriate to this level.
Learning Goals
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As a result of Spanish 4 the student will:
  • locate and demonstrate an understanding of the traditions, products and perspectives of Spanish speaking cultures.
  • demonstrate an understanding of the concept of culture through comparisons of Spanish speaking cultures and his/her own.
  • talk about past events and describe habitual past actions.
  • discuss what may or may not take place.
  • express necessity, possibility, wishes, preferences, demands, emotions, doubt, indefinite ideas or uncertainty.
  • react with surprise, interest, and annoyance.
  • compare affirmative and negative ideas.
  • give commands and describe actions in progress.
  • express what you would have done and will have done.
  • make comparisons.
  • discuss contrary to fact situations.
  • read for understanding, and interpret literary and cultural texts.
Spanish 5 (475)
C 1
Prerequsite: PREREQ
his course requires a summer assignment.

This course is designed for the student who has a desire to continue his/her study of the Spanish language with an emphasis on improving his/her communication skills. This course will require the use of the target language exclusively in the classroom.
Learning Goals
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As a result of taking Spanish 5 the student will:
  • identify and summarize the main points and significant details as well as make appropriate inferences and predictions from a spoken or written source.
  • write a cohesive and coherent analytical or persuasive essay in reaction to a text, or on a personal, academic, cultural, or a social issue, with control of grammar and syntax.
  • describe, narrate, and present information on general topics in an oral presentation.
  • initiate, maintain and close a conversation on a familiar topic.
  • communicate via informal written correspondence.
  • formulate questions to seek clarification or additional information.
  • recognize cultural elements implicit in written or oral texts.
Advanced Placement Spanish Language and Culture (476)
C 1
Prerequsite: Spanish 4H and recommendation of the previous instructor.
his course requires a summer assignment.

AP Spanish Language and Culture a very intensive course aimed at developing students' communication skills in Spanish. The fundamental objective of the course is for students to achieve a high level of ability in all four skills (listening, reading, speaking, and writing). In May, the AP students will take the National Advanced Placement Spanish Language Examination. (Students should take this course with the intent of taking the AP exam in May for a fee. Students who chose not to take the exam will be given an alternate project to complete).
Learning Goals
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As a result of Advanced Placement Spanish Language and Culture the student will:
  • identify and summarize the main points and significant details as well as make appropriate inferences and predictions from a spoken or written source.
  • write a cohesive and coherent analytical or persuasive essay in reaction to a text, or on a personal, academic, cultural, or a social issue, with control of grammar and syntax.
  • describe, narrate, and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of 2/3 minutes.
  • initiate, maintain and close a conversation on a familiar topic.
  • communicate via formal and informal written correspondence.
  • formulate questions to seek clarification or additional information.
  • recognize cultural elements implicit in written or oral texts.
  • be eligible to take the AP Spanish Language and Culture examination in May.
Italian 4 (487)
Italian 4 Honors (488)
C 1
Prerequsite: Italian 3
Both levels of this course require a summer assignment. Students are placed into college preparatory or honors level class by teacher recommendation based on grade point average and classroom performance.

This course continues to develop students' written and oral communication skills. It also consists of a review of basic Italian grammar, combined with advanced grammatical structures, such as the uses of the subjunctive mood in the present and past. Students are also introduced to a variety of literary and cultural pieces appropriate to this level.
Learning Goals
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As a result of taking Italian 4 or Italian 4 Honors the student will:
  • convey emotions, wants, desires, and opinions.
  • analyze how literary texts reinforce cultural aspects of Italian culture.
  • discuss how Italian operas influence modern cinema and theater.
  • explain how an understanding of Italian language assists with discussions of the culture.
  • recognize cultural elements implicit in written or oral texts related to Italian culture.
Italian 5 (493)
Italian 5 Honors (491)
C 1
Prerequsite: Itlian 4
This course requires a summer assignment

This course is designed for the student who has a desire to continue his/her study of the Italian language with an emphasis on improving his/her communication skills. This course will require the use of the target language exclusively in the classroom.
Learning Goals
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As a result of taking Italian 5 or Italian 5 Honors the student will:
  • Identify and summarize the main points and significant details as well as make appropriate inferences and predictions from a spoken or written source.
  • Write a cohesive and coherent analytical or persuasive essay in reaction to a text, or on a personal, academic, cultural, or a social issue, with control of grammar and syntax.
  • Describe, narrate, and present information on general topics in an oral presentation.
  • Initiate, maintain and close a conversation on a familiar topic.
  • Communicate via informal written correspondence.
  • Formulate questions to seek clarification or additional information.
  • Recognize cultural elements implicit in written or oral texts.