Russian II Native Is an Equivalent to the Ninth Grade of the Native Russian Language

COURSE OUTCOMES

RUSSIAN II NATIVE (SECONDARY) (July2015)

Russian II Native (Secondary) is designed for fourteen to fifteen-year-old Russian native speakers and Russian near-native speakers. Near-native speakers are those students who are able to speak like natives but lack academic language and reading and writing skills. Near- native speakers (multilingual students who come from mixed marriages) who are fluent in conversational Russian will be enrolled in the Russian Native Course. If these students will encounter some difficulty, they will be free to complete a fewer number of units in this course.

Russian II Native is an equivalent to the ninth grade of the native Russian language curriculum.

The intent and purpose of this course is to provide the students with proper grammatical formulation of sentences, both in written and oral forms, and styles of speech and speech genres. The main focus of this course is to teach students how to write and analyze compund and complex sentences.

The students will be introduced to Russian Classicism, Realism, and Romanticism as “schools” of art and literature. The students will analyze the works of various Russian authors from the time of Ancient Russian Literature until the end of the first half of the 19th century, including the works of M. Lomonosov, G. Derzhavin, D. Fonvisin, N. Karamzin, A. Pushkin, V. Zhukovsky, A. Griboyedov, M. Lermontov, and N.Gogol. The students will learn the personal biographies and creative periods of these authors, emphasizing similarities and differences in style and approach. The students will gain a broad understanding of literary trends and the role of literature in our society. Various literary genres will be studied, such as novels, poems, dramas, and essays.

This course supports and is aligned to the success orientations, competencies, and knowledge noted in the QSI Program Outcomes. Russian II Native consists of ten essential units. This course is divided into Essential Outcomes and Introduced/Practiced Outcomes. The Essential Outcomes must be assessed for mastery. The Introduced/ Practiced Outcomes are intended to expose the student to skills that will be mastered in a future essential unit, engage the student in ongoing and necessary skills, and to practice the outcomes previously taught. The normal pace for this course leads to mastery of ten essential units for those QSI schools that offer Russian II Native (Secondary) five times a week. Depending on the individual school programs, Russian II Native could be allotted five periods per week with a period being a minimum of 45 minutes.

Russian II Native is a prerequisite for the Russian III Native (Secondary) Course. An outline of the ten essential units follows. These units are primarily designed to be taught in order.

E01 – Sentence Structure. Syntax.

E02 – Complex Sentences. Syntax.

E03 – Sentences with Subordinate Connection: Syntax.

E04 – Conjunctions and Asyndetic Sentences. Syntax.

E05 – Ancient Russian Literature.

E06 – Russian Literature of the XVIII Century

E07 – A. Griboyedov Woe from Wit

E08 – Romanticism, A.Pushkin, Eugene Onegin

E09 – Realism, M.Lermontov, A Hero of Our Times

E10 –N. Gogol. The Petersburg Stories, Dead Souls

Suggested Materials and Tools:

Практическая стилистика русского языка. Д. Розенталь. Русский язык. 9 класс. Москва. «Дрофа» Русский язык. 9 класс. Москва. “Просвещение”. Русская литература. Учебник - хрестоматия для 9 класса. Русская литература. 9 класс, часть 1, 2 400 лучших школьных сочинений. 5 – 11 классы. Тексты художественных произведений изучаемых авторов. Any appropriate teacher-created or teacher-selected materials

Supplementary Materials: Videos: Tartuffe,Woe fromWit, Hero of Our Times, The Inspector General

Please see below two general evaluation rubrics for written and oral assignments. These rubrics are simply provided to assist teachers in determining A, B and P levels. RUSSIAN II NATIVE (Secondary)

General Assesment Rubrics for written and oral assignments: (July 2015)

Name: ______Date: ______Grade: ______1. General Assessment Rubrics for written assignments (The written assignment requires the development of ideas in personal writing , as well as the ability to organize personal response into a formal essay)

GRADES Level Requirements: Knowledge and understanding of the given piece of writing; appreciation of the writer’s choice (to demonstrate the skill to understand author’s purpose and point of view, to understand the author’s intention/purpose, and stylistic devices); organization and development; language/message

‘A’ LEVEL The essay shows a detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment. It shows distinctive signs of appreciation of the ways in which the language, structure, technique and style shape meaning. Ideas are persuasively organized and developed, with effectively integrated examples from the work used. Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence structure, register and style are effective and appropriate to the assignment.

‘B’ LEVEL The essay shows knowledge and understanding of, and some insight into, the work used for the assignment. There is an adequate assessment of the ways in which language, structure, technique and style shape meaning. Ideas are adequately organized and developed, with appropriately integrated examples from the works used. Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence structure, register and style are mostly appropriate to the assignment. A few errors might be present.

‘P’ LEVEL The performance does not reach the requirements. The essay shows some knowledge, but little understanding of the work used for the assignment. There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning. There is an inadequate attempt to organize ideas, but little use of examples from the works used. Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence structure, and little signs of register and style.

GRADES Level Requirements: Knowledge and understanding of the piece of writing; Presentations; Language

‘A’ LEVEL There is a good knowledge and understanding of the content and most of the implications of the work(s) have been presented. The presentation is effective and engaging for the audience. The language is clear and appropriate, with register and style well suited to the purpose of presentation.

‘B’ LEVEL There is an adequate knowledge and understanding of the content and some of the implications of the work(s) are present. Delivery of the presentation is generally appropriate and shows an intention to engage the audience. The language is mostly appropriate, with some attention paid to register and style suited to the purpose of presentation

‘P’ LEVEL The work does not reach the requirements. The knowledge of the content of the work(s) is very limited. The presentation does not reach the standards, with virtually no attempt to interest the audience. The language is inappropriate, with no attempt to choose register and style suited to the purpose of presentation.