WORLD

The courses described in this section are designed to help students learn to communicate effectively in a world . Major emphasis is placed on developing students’ ability to comprehend what they hear and read and to express their thoughts orally and in writing. In addition to developing their communication skills, students will develop an awareness of and appreciation for other cultures.

The world languages instructional program is designed to help students: • Understand an educated fluent speaker conversing about topics of general interest and speaking in such media as news broadcasts, plays, movies, and telecasts. • Speak fluently and comprehensibly on a range of topics. • Understand directly, without translating, the content of nontechnical writing, selected works of literature, and articles of general interest from periodicals. • Write comprehensibly for formal and informal purposes. • Develop awareness of the cultures of people speaking the world languages.

At the elementary level, world languages instruction is given in magnet schools in the Immersion Magnets (SLIM) and the Immersion Magnet (FLIM).

At the secondary level, the modern world languages offered are Filipino, French, German, Portuguese, Japanese, Mandarin Chinese, and Spanish. is offered to students interested in the study of a classical language. American Sign Language also meets the high school graduation requirement for world languages and introduces the basic structure of the language and development of its use within the deaf culture.

World Languages offerings vary from school to school in response to student interest, staff resources, and other factors. In all cases, however, curriculum and instruction are aligned with the foreign language standards adopted by the California Department of Education in January 2019 (found in this PDF document www.cde.ca.gov/be/st/ss/documents/wlstandards.pdf ), as well as the 2020 Foreign Language Framework for California Public Schools. See www.cde.ca.gov/ci/fl/cf/.

INDEPENDENT WORLD LANGUAGE SCHOOLS Graduation credit may be granted for district-approved coursework taken at an independent world language school (IWLS) outside the regular school day (e.g., Saturday school) or school year (i.e., summer school), even if the school is not WASC accredited, provided that the student notifies the principal in advance (see Administrative Procedure 4770.C.12.a(3)). A current list of the independent world languages schools and approved courses may be found in Part III.

The course descriptions in this section are arranged alphabetically by language. The following are SDUSD World Languages district approved courses: • American Sign Language (ASL) • • Hebrew (Hebrew IWLS schools only.) • Filipino • • Japanese • French • • Latin • German

WL-1

• Mandarin Chinese (including AP Chinese Language and Culture) • Portuguese • Spanish

ELD–2 World Languages 2020-2021

The following middle school level course American Sign Language 5-6 (P) • 2382, 2383 descriptions are arranged alphabetically. Grade level: 7–12

Prerequisites: American Sign Language 3-4 with a American Sign Language 1-2 (P) • 2384, 2385 grade of C or higher or equivalent Grade level: 7–12 Course duration: One year Prerequisites: None Graduation credit: World Language Course duration: One year UC subject area satisfied: e - Language Other than Graduation credit: World Language English UC subject area satisfied: e - Language Other than English COURSE DESCRIPTION This course continues instruction begun in American COURSE DESCRIPTION Sign Language 3-4 and provides a third year of This introductory course, open to all students who American Sign Language study. Students taking this wish to learn American Sign Language, is intended to course will be exposed to deaf culture, general develop limited facility in the basic structure and use of interpreting techniques, reverse interpreting, and the language. Study of the deaf culture will also be community resources for the deaf. Students meet and included so that students will have knowledge of the communicate with deaf individuals, and work on finger values, beliefs, behaviors, and common world view spelling speed and sign fluency. Students who found among deaf people. successfully pass this course will possess the conversational skills necessary to enter an interpreter- BASIC INSTRUCTIONAL MATERIALS training program. Hills, Learning American Sign Language, Prentice Hall, 2004. Filipino 1-2 (P) • 2395, 2396 Grade level: 7–12 American Sign Language 3-4 (P) • 2386, 2387 Prerequisites: None Grade level: 8–12 Course duration: One year Prerequisites: American Sign Language 1-2 with a Graduation credit: World Language grade of C or higher; recommendation of teacher UC subject area satisfied: e - Language Other than and/or counselor English Course duration: One year Graduation credit: World Language COURSE DESCRIPTION This functions-based, introductory course is open to all UC subject area satisfied: e - Language Other than students who wish to begin the study of Filipino and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as COURSE DESCRIPTION limited facility in reading and writing. Major emphasis This course is designed for students who have is on the development of listening and speaking successfully completed American Sign Language 1-2. It abilities at the novice level with reasonably accurate is a continuation of the introductory course and is pronunciation and intonation. Programmed instruction intended to extend students’ limited facility in the and technology, under the direction of the Filipino major skills. teacher, may be used to facilitate instruction and

language practice. The course is not designed for BASIC INSTRUCTIONAL MATERIALS students who are fluent or nearly fluent in Filipino as Lentz, Signing Naturally Curriculum, Level 2, Dawn evidenced by an informal primary language Sign Press, 1997. assessment or other language assessments. It is recommended that fluent or nearly fluent students enroll in a higher-level Filipino course.

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BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: e - Language Other than Romero, Learn Filipino: Book One, Magsimba Press, English 2008. COURSE DESCRIPTION Sining ng Wika at Pagbasa, Phoenix, 2006. This functions-based course is designed for students World Language Curriculum Guide for Filipino 1-2, who have successfully completed Filipino 3-4. It is San Diego Unified School District, 2009. intended to move students’ oral proficiency to the intermediate level and to develop both reading comprehension and writing accuracy at that level. As Filipino 3-4 (P) • 2397, 2398 the need for accuracy increases, grammar instruction Grade level: 8–12 becomes more significant. Programmed instruction Prerequisites: Filipino 1-2 with a grade of C or higher; and technology, under the direction of the Filipino recommendation of teacher teacher, may be used to facilitate instruction and Course duration: One year language practice. This course may meet the needs of Graduation credit: World Language Filipino-speaking students whose literacy skills are not UC subject area satisfied: e - Language Other than fully present. English BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Romero, Learn Filipino: Book Two, Magsimba, 2008. This functions-based course is designed for students Ugnayan 4: Aklat sa Wika at Pagbasa, Vibal, 2001. who have successfully completed Filipino 1-2. It is a World Language Curriculum Guide for Filipino 5-6, continuation of the introductory course and is San Diego Unified School District, 2010. intended to consolidate students’ listening and speaking skills at the mid-novice level, with bridging opportunities to high novice. Reading receives French 1-2 (P) • 2001, 2002 increased attention, although the primary emphasis Grade level: 7–12 remains the development of oral-language proficiency. Prerequisites: None Programmed instruction and technology, under the direction of the Filipino teacher, may be used to Course duration: One year facilitate instruction and language practice. The course Graduation credit: World Language is not designed for students who are fluent or nearly UC subject area satisfied: e - Language Other than fluent in Filipino as evidenced by an informal primary English language assessment or other language assessments. It Notes: Online Course Equivalent: EDG FRN I A-B (P) is recommended that fluent or nearly fluent students 4771,4772 enroll in a higher-level Filipino course if offered. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS This functions-based, introductory course is open to all Romero, Learn Filipino: Book One, Magsimba, 2008. students who wish to begin the study of French Ugnayan 3: Aklat sa Wika at Pagbasa, Vibal, 2001. language and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as World Language Curriculum Guide for Filipino 3-4, limited facility in reading and writing. Major emphasis San Diego Unified School District, 2010. is on the development of listening and speaking abilities at the novice level with reasonably accurate Filipino 5-6 (P) • 2403, 2404 pronunciation and intonation. Programmed instruction and technology, under the direction of the French Grade level: 7–12 teacher, may be used to facilitate instruction and Prerequisites: Filipino 3-4 with a grade of C or higher; language practice. The course is not designed for recommendation of teacher students who are fluent or nearly fluent in French as Course duration: One year evidenced by an informal primary language Graduation credit: World Language assessment or other language assessments. It is recommended that fluent or nearly fluent students enroll in a higher-level French course.

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BASIC INSTRUCTIONAL MATERIALS DeMado et al., Bien Dit! Level 1, Holt McDougal, 2008. World Language Curriculum Guide for French 1-2, San Diego Unified School District, 2009.

French 3-4 (P) • 2003, 2004 Grade level: 7–12 Prerequisites: French 1-2 with a grade of C or higher; recommendation of teacher Course duration: One year Graduation credit: World Language UC subject area satisfied: e - Language Other than English Notes: Online Course Equivalent: EDG FRN II A-B (P) 4773,4774

COURSE DESCRIPTION This functions-based course is designed for students who have successfully completed French 1-2. It is a continuation of the introductory course and is intended to consolidate students’ listening and speaking skills at the mid-novice level, with bridging opportunities to high novice. Reading receives increased attention, although the primary emphasis remains the development of oral-language proficiency. Programmed instruction and technology, under the direction of the French teacher, may be used to facilitate instruction and language practice. The course is not designed for students who are fluent or nearly fluent in French as evidenced by an informal primary language assessment or other language assessments. It is recommended that fluent or nearly fluent students enroll in a higher-level French course if offered.

BASIC INSTRUCTIONAL MATERIALS DeMado et al., Bien Dit! Level 2, Holt McDougal, 2008. World Language Curriculum Guide for French 3-4, San Diego Unified School District, 2010.

French 5-6 (P) • 2005, 2006 Grade level: 7–12 Prerequisites: French 3-4 with a grade of C or higher; recommendation of teacher Course duration: One year Graduation credit: World Language

5 World Languages 2020-2021

UC subject area satisfied: e - Language Other than part of the Advanced Placement language course. English Multicultural awareness is developed. Notes: Online Course Equivalent: EDG FRN III A-B (P) 4775,4776 BASIC INSTRUCTIONAL MATERIALS Muyskens, Bravo! Heinle & Heinle, 2004. COURSE DESCRIPTION Amiry, Barron’s AP French, Barron’s Educational, This functions-based course is designed for students 1998. who have successfully completed French 3-4. It is intended to move students’ oral proficiency to the intermediate level and to develop both reading French Language Arts FLIM 1-2 • 2027, 2028 comprehension and writing accuracy at that level. As French Language Arts FLIM 3-4 • 2029, 2030 the need for accuracy increases, grammar instruction French Language Arts FLIM 5-6 • 2031, 2032 becomes more significant. Programmed instruction and technology, under the direction of the French Grade level: 6–8 teacher, may be used to facilitate instruction and Prerequisites: None language practice. This course may meet the needs of Course duration: One year French-speaking students whose literacy skills are not Notes: These courses must be taught in conjunction fully present. with the one-period English Language Arts FLIM courses at each grade level BASIC INSTRUCTIONAL MATERIALS Schmitt and Lutz, Bon Voyage, Level 2, Glencoe McGraw-Hill, 2002. COURSE DESCRIPTION World Language Curriculum Guide for French 5-6, Approved for the Language Academy. Other schools San Diego Unified School District, 2011. may not offer this course without prior approval from the Interdivisional Curriculum Committee. French Language 1-2 AP (HP) • 2013, 2014 This sequential series of yearlong courses supports the Grade level: 8–12 French Language Immersion Magnet (FLIM) program at Prerequisites: French 5-6 or higher; B average or the Language Academy and is designed to prepare higher; recommendation of teacher students for entry into the International Baccalaureate Course duration: One year magnet program at Mission Bay High School or the School of International Studies at the San Diego High Graduation credit: World Language; weighted Educational Complex. UC subject area satisfied: e - Language Other than English Taught entirely in French, each is a one-period, Notes: Online Course Equivalent: EDG AP FRENCH 1,2 balanced literacy course that builds on knowledge and (HP) 4778,4779 skills acquired in the preceding year’s course, including those in the elementary FLIM program. COURSE DESCRIPTION This course is designed for students who wish to BASIC INSTRUCTIONAL MATERIALS pursue the equivalent of a third-year college-level No adopted text. School choose from among course in advanced composition and conversation. available resources. Course content reflects intellectual interests shared by students and teacher in the arts, history, current events, literature, culture, and sports. The course German 1-2 (P) • 2051, 2052 stresses oral skills, composition, and grammar and Grade level: 7–12 emphasizes the use of language for active Prerequisites: None communication. Language skills are applied to various activities and disciplines rather than to the mastery of Course duration: One year any specific subject matter. Extensive training in the Graduation credit: World Language organization and writing of compositions is an integral UC subject area satisfied: e - Language Other than English

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COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS This functions-based, introductory course is open to all Winkler, Komm Mitt! Level 2, Holt McDougal, 2010. students who wish to begin the study of German World Language Curriculum Guide for German 3-4, language and cultures. It is intended to develop novice San Diego Unified School District, 2006. to mid-novice oral-language proficiency as well as limited facility in reading and writing. Major emphasis is on the development of listening and speaking German 5-6 (P) • 2055, 2056 abilities at the novice level with reasonably accurate Grade level: 7–12 pronunciation and intonation. Programmed instruction and technology, under the direction of the German Prerequisites: German 3-4 with a grade of C or higher; teacher, may be used to facilitate instruction and recommendation of teacher language practice. The course is not designed for Course duration: One year students who are fluent or nearly fluent in German as Graduation credit: World Language evidenced by an informal primary language UC subject area satisfied: e - Language Other than assessment or other language assessments. It is English recommended that fluent or nearly fluent students enroll in a higher-level German course. COURSE DESCRIPTION This functions-based course is designed for students BASIC INSTRUCTIONAL MATERIALS who have successfully completed German 3-4. It is Winkler, Komm Mitt! Level 1, Holt McDougal, 2010. intended to move students’ oral proficiency to the World Language Curriculum Guide for German 1-2, intermediate level and to develop both reading San Diego Unified School District, 2006. comprehension and writing accuracy at that level. As the need for accuracy increases, grammar instruction becomes more significant. Programmed instruction German 3-4 (P) • 2053, 2054 and technology, under the direction of the German Grade level: 7–12 teacher, may be used to facilitate instruction and language practice. This course may meet the needs of Prerequisites: None German-speaking students whose literacy skills are not Course duration: One year fully present. Graduation credit: World Language UC subject area satisfied: e - Language Other than BASIC INSTRUCTIONAL MATERIALS English Kraft, Deutsch Aktuell 3, EMC/Paradigm, 1999. World Language Curriculum Guide for German 5-6, COURSE DESCRIPTION San Diego Unified School District, 2010. This functions-based course is designed for students who have successfully completed German 1-2. It is a continuation of the introductory course and is IB MYP Mandarin Immersion 6th • 2174 intended to consolidate students’ listening and Grade level: 6 speaking skills at the mid-novice level, with bridging opportunities to high novice. Reading receives Prerequisites: None increased attention, although the primary emphasis Course duration: One year. remains the development of oral-language proficiency. Programmed instruction and technology, under the COURSE DESCRIPTION direction of the German teacher, may be used to Approved for Pacific Beach Middle School. Other facilitate instruction and language practice. The course schools may not offer this course without prior is not designed for students who are fluent or nearly approval from the Interdivisional Curriculum fluent in German as evidenced by an informal primary Committee. language assessment or other language assessments. It is recommended that fluent or nearly fluent students This International Baccalaureate (IB) Middle Years enroll in a higher-level German course if offered. Program (MYP) immersion course in Mandarin Chinese is offered to students who enter Pacific Beach Middle School from a Mandarin language immersion program

7 World Languages 2020-2021 or with equivalent language knowledge, cultures of the mandarin-speaking world and begin to understanding, and skills. The course is taught in acquire basic interpersonal and academic language conjunction with a Mandarin immersion humanities skills appropriate to the novice learner. By the end of course. the course, students will be able to speak and Students focus on the four key areas of world-language understand simple words, phrases, and characters that study: listening, speaking, reading, and writing. They relate to their immediate world and interests. continue to develop intercultural awareness. Recognition of and practice at writing simplified BASIC INSTRUCTIONAL MATERIALS Chinese characters are a key focus of the course, and Site-selected materials. students learn several new characters each unit.

BASIC INSTRUCTIONAL MATERIALS Introduction to Spanish • 2415 Site-selected materials. Grade level: 6 Prerequisites: None Introduction to French • 2115 Course duration: One year 6 Grade level: COURSE DESCRIPTION Prerequisites: None Approved for Roosevelt Middle School and Grant K- Course duration: One year 8. Other schools may not offer this course without prior approval from the Interdivisional Curriculum COURSE DESCRIPTION Committee. Approved for Roosevelt Middle School. Other schools may not offer this course without prior This is a yearlong, introductory course in Spanish for approval from the Interdivisional Curriculum middle-school students who plan to enroll in regular Committee. Spanish 1-2 (college-prep Spanish) in grades 7 or 8. Students in this course will study the language and This is a yearlong introductory course in French for cultures of the Spanish-speaking world and begin to middle-school students who plan to enroll in regular acquire basic interpersonal and academic language French 1-2 (college-prep French) in grades 7 or 8. skills appropriate to the novice learner. By the end of Students in this course will study the language and the course, students will be able to speak and cultures of the French-speaking world and begin to understand simple words and phrases that relate to acquire basic interpersonal and academic language their immediate world and interests. skills appropriate to the novice learner. By the end of the course, students will be able to speak and understand simple words and phrases that relate to Japanese 1-2 (P) • 2161, 2162 their immediate world and interests. Grade level: 7–12 Prerequisites: None BASIC INSTRUCTIONAL MATERIALS Course duration: One year Exploring French, EMC Publishing. Graduation credit: World Language UC subject area satisfied: e - Language Other than Introduction to Mandarin Chinese • 2171 English Grade level: 6 COURSE DESCRIPTION Prerequisites: None This functions-based, introductory course is open to all Course duration: One year students who wish to begin the study of Japanese language and cultures. It is intended to develop novice COURSE DESCRIPTION to mid-novice oral-language proficiency as well as This is a yearlong, introductory course in Mandarin limited facility in reading and writing. Major emphasis Chinese for middle-school students who plan to enroll is on the development of listening and speaking in regular Mandarin Chinese 1-2 in grades 7 or 8. abilities at the novice level with reasonably accurate Students in this course will study the language and pronunciation and intonation. Programmed instruction

8 World Languages 2020-2021 and technology, under the direction of the Japanese teacher, may be used to facilitate instruction and Japanese 5-6 (P) • 2165, 2166 language practice. The course is not designed for Grade level: 7–12 students who are fluent or nearly fluent in Japanese as Prerequisites: Japanese 3-4 with a grade of C or evidenced by an informal primary language higher; recommendation of teacher assessment or other language assessments. It is Course duration: One year recommended that fluent or nearly fluent students Graduation credit: World Language enroll in a higher-level Japanese course. UC subject area satisfied: e - Language Other than English BASIC INSTRUCTIONAL MATERIALS Peterson and Steverson, Adventures in Japanese, COURSE DESCRIPTION Level 1, Cheng & Tsui, 2005. This functions-based course is designed for students World Language Curriculum Guide for Japanese 1-2, who have successfully completed Japanese 3-4. It is San Diego Unified School District, 2009. intended to move students’ oral proficiency to the intermediate level and to develop both reading comprehension and writing accuracy at that level. As Japanese 3-4 (P) • 2163, 2164 the need for accuracy increases, grammar instruction Grade level: 7–12 becomes more significant. Programmed instruction Prerequisites: Japanese 1-2 with a grade of C or and technology, under the direction of the Japanese higher; recommendation of teacher teacher, may be used to facilitate instruction and language practice. This course may meet the needs of Course duration: One year Japanese-speaking students whose literacy skills are World Language Graduation credit: not fully present. UC subject area satisfied: e - Language Other than English BASIC INSTRUCTIONAL MATERIALS Peterson, Adventures in Japanese, Level 3, Cheng & COURSE DESCRIPTION Tsui, 2007. This functions-based course is designed for students who have successfully completed Japanese 1-2. It is a Peterson, Adventures in Japanese, Level 2, Cheng & continuation of the introductory course and is Tsui, 2006 (resource). intended to consolidate students’ listening and World Language Curriculum Guide for Japanese 5-6, speaking skills at the mid-novice level, with bridging San Diego Unified School District, 2011. opportunities to high novice. Reading receives increased attention, although the primary emphasis remains the development of oral-language proficiency. Latin 1-2 (P) • 2201, 2202 Programmed instruction and technology, under the Grade level: 7–12 direction of the Japanese teacher, may be used to Prerequisites: None facilitate instruction and language practice. The course Course duration: One year is not designed for students who are fluent or nearly Graduation credit: World Language fluent in Japanese as evidenced by an informal primary e language assessment or other language assessments. It UC subject area satisfied: - Language Other than is recommended that fluent or nearly fluent students English enroll in a higher-level Japanese course if offered. COURSE DESCRIPTION This introductory course, open to all students, is BASIC INSTRUCTIONAL MATERIALS intended to develop limited proficiency in Peterson, Adventures in Japanese, Level 2, Cheng & comprehending and translating selected readings in Tsui, 2006. Latin. World Language Curriculum Guide for Japanese 3-

4, San Diego Unified School District, 2010. BASIC INSTRUCTIONAL MATERIALS Jenney, Jenney’s First Year Latin, Prentice Hall, 1990.

9 World Languages 2020-2021

Handford, Langenscheidt Pocket Latin , Trautman, New College Latin and English Dictionary, Langenscheidt, 1966. Bantam, 1970. Vergil’s Aeneid, Books I-IV (Pharr’s version), Bolchazy-Carducci, 1964. Latin 3-4 (P) • 2203, 2204 Handford, Langenscheidt Pocket Latin Dictionary, Grade level: 7–12 Langenscheidt, 1966. Prerequisites: Latin 1-2 with a grade of C or higher; recommendation of teacher Course duration: One year Mandarin Chinese 1-2 (P) • 2351, 2352 Graduation credit: World Language Grade level: 7–12 UC subject area satisfied: e - Language Other than Prerequisites: Successful participation in a Mandarin English Chinese immersion program or equivalent Course duration: One year COURSE DESCRIPTION Graduation credit: World Language This course is designed for students who have UC subject area satisfied: e - Language Other than successfully completed Latin 1-2. It is a continuation of English the introductory course and is intended to increase students’ proficiency in comprehending and translating Notes: Students enrolled in an advanced version of Latin involving more extensive vocabulary and more this course as part of dual-language immersion complicated grammatical constructions. program will see an immersion designator (IM) added to the course number on their transcripts. BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Jenney’s Second Year Latin Jenney, , Prentice Hall, This introductory course, open to all students who 1990. wish to learn Mandarin Chinese, is intended to develop limited facility in each of the major communication Latin 5-6 (P) • 2205, 2206 skills: listening, reading, speaking, and writing. Major emphasis is on development of the ability to speak 7–12 Grade level: fluently with accurate pronunciation and intonation, Prerequisites: Latin 3-4 with a grade of C or higher; while fostering an appreciation of the culture. recommendation of teacher Course duration: One year BASIC INSTRUCTIONAL MATERIALS Graduation credit: World Language Yuehua Liu et al, Integrated Chinese, Level 1 Part 1, UC subject area satisfied: e - Language Other than 3rd Edition, Cheng & Tsui Chinese Language Series, English 2009.

COURSE DESCRIPTION This course is designed for students who have Mandarin Chinese 3-4 (P) • 2353, 2354 successfully completed Latin 3-4. It is a continuation of Grade level: 7–12 the preceding course and is intended to extend Prerequisites: Mandarin Chinese 1-2 with a grade of C students’ proficiency in Latin by reading authors of the or higher; recommendation of teacher classical period. Course duration: One year

Graduation credit: World Language BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: e - Language Other than Anderson, The Art of the Aeneid, Bolchazy-Carducci English Publishers, 1989. Notes: Students enrolled in an advanced version of Griffin, Virgil, Oxford University Press, 1986. this course as part of dual-language immersion Hines, Our Latin Heritage, Book III, Holt, Rinehart & program will see an immersion designator (IM) added Winston, 1981. to the course number on their transcripts. Jenney, Jenney’s Third Year Latin, Prentice Hall, 1990. COURSE DESCRIPTION

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This course is designed for students who have successfully completed Mandarin Chinese 1-2. It is a Spanish 1-2 (P) • 2321, 2322 continuation of the introductory course and is Grade level: 7–12 intended to extend students’ facility in literacy and Prerequisites: None language skills. Reading receives increasing attention, Course duration: One year although continuing emphasis is placed on developing Graduation credit: World Language the ability to speak with fluency and accuracy. Cultural UC subject area satisfied: e - Language Other than appreciation also continues to be emphasized. English

Notes: Online Course Equivalent: EDG SPN I A-B (P) BASIC INSTRUCTIONAL MATERIALS 4715, 4716 Yuehua Liu et al, Integrated Chinese, Level 1 Part 1, 3rd Edition, Cheng & Tsui Chinese Language Series, COURSE DESCRIPTION 2009. This functions-based, introductory course is open to all Yuehua Liu et al, Integrated Chinese, Level 1 Part 2, students who wish to begin the study of Spanish 3rd Edition, Cheng & Tsui Chinese Language Series, language and cultures. It is intended to develop novice 2009. to mid-novice oral-language proficiency as well as limited facility in reading and writing. Major emphasis is on the development of listening and speaking Mandarin Chinese 5-6 (P) • 2355, 2356 abilities at the novice level with reasonably accurate Grade level: 7–12 pronunciation and intonation. Programmed instruction Prerequisites: Mandarin Chinese 3-4 with a grade of C and technology, under the direction of the Spanish or higher; recommendation of teacher teacher, may be used to facilitate instruction and Course duration: One year language practice. The course is not designed for students who are fluent or nearly fluent in Spanish. It is Graduation credit: World Language recommended that fluent or nearly fluent students e - Language Other than UC subject area satisfied: enroll in a Spanish for Spanish Speakers course or a English higher-level Spanish course. Notes: Students enrolled in an advanced version of this course as part of dual-language immersion BASIC INSTRUCTIONAL MATERIALS program will see an immersion designator (IM) added Gahala et al., ¡Avancemos! Level 1, McDougal Littell, to the course number on their transcripts. 2009.

COURSE DESCRIPTION World Language Curriculum Guide for Spanish 1-2, This course is designed for students who have San Diego Unified School District, 2009. successfully completed Mandarin Chinese 3-4. It is a continuation of the preceding course and is intended to increase students’ proficiency. Emphasis on fluency Spanish 3-4 (P) • 2323, 2324 with accurate pronunciation and intonation continues, Grade level: 7–12 as well as emphasis on cultural awareness and Prerequisites: Spanish 1-2 with a grade of C or higher; appreciation. recommendation of teacher Course duration: One year BASIC INSTRUCTIONAL MATERIALS Graduation credit: World Language Yuehua Liu et al, Integrated Chinese, Level 1 Part 2, UC subject area satisfied: e - Language Other than 3rd Edition, Cheng & Tsui Chinese Language Series, English 2009. Notes: Online Course Equivalent: EDG SPN II A-B (P) 4717, 4718

COURSE DESCRIPTION This functions-based course is designed for students who have successfully completed Spanish 1-2. It is a continuation of the introductory course and is intended to consolidate students’ listening and

11 World Languages 2020-2021 speaking skills at the mid-novice level, with bridging opportunities to high novice. Reading receives Spanish for Spanish Speakers 1-2 (P) • 2345, increased attention, although the primary emphasis 2346 remains the development of oral-language proficiency. Grade level: 7–12 Programmed instruction and technology, under the Prerequisites: Native or native-like oral fluency in direction of the Spanish teacher, may be used to Spanish and/or recommendation of teacher or facilitate instruction and language practice. The course counselor based on a placement assessment is not designed for students who are fluent or nearly Course duration: One year fluent in Spanish as evidenced by the Spanish I.P.T. or Graduation credit: World Language other language assessments. It is recommended that e - Language Other than fluent or nearly fluent students enroll in a Spanish for UC subject area satisfied: English Spanish Speakers course or a higher-level Spanish course. COURSE DESCRIPTION

This course is designed to improve students’ ability to BASIC INSTRUCTIONAL MATERIALS read and write in Spanish. It is an introductory course Gahala et al., ¡Avancemos! Level 2, Holt McDougal, that gives students a rich language experience: 2010. vocabulary enrichment, primary writing skills, spelling, World Language Curriculum Guide for Spanish 3-4, development of formal writing styles, and reading. San Diego Unified School District, 2010. Students participate in cultural activities with themes Spanish 5-6 (P) • 2325, 2326 based on the geography, folklore, and literature of the Spanish-speaking world. Grade level: 7–12 Prerequisites: Spanish 3-4 with a grade of C or higher; BASIC INSTRUCTIONAL MATERIALS recommendation of teacher Nuevas Vistas, Curso de Introducción, Holt Course duration: One year McDougal, 2006. Graduation credit: World Language UC subject area satisfied: e - Language Other than English Spanish for Spanish Speakers 3-4 (P) • 2347, Notes: Online Course Equivalent: EDG SPN III A-B (P) 2348 4722, 4723 Grade level: 7–12 Prerequisites: Spanish for Spanish Speakers 1-2 or COURSE DESCRIPTION recommendation of teacher and/or counselor based This functions-based course is designed for students on placement assessment who have successfully completed Spanish 3-4. It is Course duration: One year intended to move students’ oral proficiency to the Graduation credit: World Language intermediate level and to develop both reading e comprehension and writing accuracy at that level. As UC subject area satisfied: - Language Other than the need for accuracy increases, grammar instruction English becomes more significant. Programmed instruction and technology, under the direction of the Spanish COURSE DESCRIPTION teacher, may be used to facilitate instruction and This course is a continuation of the introductory course language practice. This course may meet the needs of Spanish for Spanish Speakers 1-2. It is designed to give Spanish-speaking students whose literacy skills are not students further language experiences as outlined in fully present. the introductory course. Emphasis is placed on strengthening students’ mastery of literacy and

language skills. BASIC INSTRUCTIONAL MATERIALS

Gahala et al., ¡En Español! Level 3, McDougall-Littell, Students read and discuss significant literary works to 2004. improve oral and written communication skills. Focus World Language Curriculum Guide for Spanish 5-6, is on using appropriate oral and written language San Diego Unified School District, 2011. styles in various contexts.

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BASIC INSTRUCTIONAL MATERIALS Spanish Language 1-2 AP (HP) • 2333, 2334 Nuevas Vistas, Curso Uno, Holt, Rinehart and Grade level: 8–12 Winston, 2006. Prerequisites: Spanish 5-6 or higher; B average or higher; recommendation of teacher Spanish for Spanish Speakers 5-6 (P) • 2349, Course duration: One year 2350 Graduation credit: World Language; weighted Grade level: 7–12 UC subject area satisfied: e - Language Other than Prerequisites: Spanish for Spanish Speakers 3-4 or English recommendation of teacher or counselor based on Notes: Online Course Equivalent: EDG SPAN AMG 1,2 placement assessment (HP) 4736,4737 Course duration: One year Graduation credit: World Language COURSE DESCRIPTION This course is designed for students who wish to UC subject area satisfied: e - Language Other than pursue the equivalent of a third-year college-level English course in advanced composition and conversation. Course content reflects intellectual interests shared by COURSE DESCRIPTION students and teacher in the arts, history, current This course is designed for students who have events, literature, culture, and sports. The course successfully completed Spanish for Spanish Speakers 3- stresses oral skills, composition, and grammar and 4. The focus of the course is on reading literary works emphasizes the use of language for active such as plays, novels, short stories, and poetry, as well communication. Language skills are applied to various as other kinds of narrative and expository materials. activities and disciplines rather than to the mastery of

any specific subject matter. Extensive training in the BASIC INSTRUCTIONAL MATERIALS organization and writing of compositions is an integral Nuevas Vistas, Curso Dos, Holt, Rinehart and part of the Advanced Placement language course. Winston, 2006.> Multicultural awareness is developed.

BASIC INSTRUCTIONAL MATERIALS Spanish Introduction 5th–6th • 2045 Draggett, Temas, Vista Higher Learning, 2014. Grade level: 5–6 SUPPLEMENTAL RESOURCES Prerequisites: None Abriendo Paso lectura Course duration: One semester; may also be taught as Diaz, , 4th Edition, Prentice a six-, nine-, or 12-week portion of an 18-week wheel Hall, 2001. course. May be repeated for credit Gatski, Triangulo, 4th Edition,Wayside Publishing, 2006. COURSE DESCRIPTION This one-semester exploratory course introduces beginning-level students to the study of the Spanish Spanish Language Arts SLIM 1-2 (P) • 2363, language and the cultures of Spanish-speaking 2364 countries. Students enrolled in this course learn basic Spanish Language Arts SLIM 3-4 (P) • 2365, communication strategies, vocabulary, and 2366 pronunciation. Students will be able to engage in Spanish Language Arts SLIM 5-6 (P) • 2367, simple conversations and dialogues. They will be able to ask and answer basic questions. 2368 Grade level: 7–12 BASIC INSTRUCTIONAL MATERIALS Prerequisites: None Site-selected materials. Course duration: One year per course Graduation credit: World Language UC subject area satisfied: e - Language Other than English

13 World Languages 2020-2021

Notes: These courses are taught in conjunction with will expand their knowledge of grammatical concepts the one-period English Language Arts SLIM courses and applications. taught at the same grade level. BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Adelante Benchmark 6th Grade. Approved for the Language Academy, Longfellow K- Supplementary resources: 8, and Bell, Clark, Millennial Tech, Montgomery, Draggett, Temas, Vista Higher Learning, 2014. Pershing, Roosevelt, Taft, and Wilson Middle Schools. Other schools may not offer this course without prior approval from the Interdivisional Spanish Language Development for Spanish Curriculum Committee. Speakers • 2419 This series of courses is designed to support the Grade level: 6 Spanish Dual Language/World Language program and Prerequisites: None allows students to continue on the immersion pathway Course duration: One year after exiting a K-5 dual language program. Taught Notes: Native Spanish speakers who enter middle entirely in Spanish, this is a one-period, balanced school in grade 7 or 8 may also be enrolled in this literacy course that builds on knowledge and skills course acquired in an elementary dual language program. This course is intended to provide students with the skills COURSE DESCRIPTION necessary to become independent critical readers, writers, listeners, and speakers, and to develop Approved for Bell, Clark, Memorial Prep, appreciation and understanding of the histories and Montgomery, Pacific Beach, and Roosevelt Middle cultures of the Spanish-speaking world. Students in this Schools. Other schools may not offer this course course also will expand their knowledge of without prior approval from the Interdivisional grammatical concepts and applications. Curriculum Committee. This is a one-year course for grade 6 native Spanish BASIC INSTRUCTIONAL MATERIALS speakers in need of refining their academic literacy and Walqui-Van Lier, Sendas Literarias 1, Pearson, 2005. language skills prior to enrolling in Spanish for Spanish Walqui-Van Lier, Sendas Literarias 2, Pearson, 2005. Speakers 1–2 in grade 7 or 8. Because students arrive Draggett, Temas, Vista Higher Learning, 2014. in this course already speaking Spanish, instruction focuses on expanding their existing linguistic

proficiency, and helping them develop literacy and Spanish Language Arts SLIM 6th • 2369 academic-language skills through a program of reading Grade level: 6 and writing.

Prerequisites: None. BASIC INSTRUCTIONAL MATERIALS Course duration: One year Nuevas Vistas: Curso de Introducción, Holt, Rinehart, and Winston, 2006. COURSE DESCRIPTION This course is designed to support the Spanish Dual Language/World Language program and allows World Languages Exploration • 2044 students to continue on the immersion pathway after 5–8 exiting a K-5 dual language program. Taught entirely in Grade level: Spanish, this is a one-period, balanced literacy course Prerequisites: None that builds on knowledge and skills acquired in an Course duration: One semester elementary dual language program. This course is intended to provide students with the skills necessary COURSE DESCRIPTION to become independent critical readers, writers, Approved for Dana School and Wangenheim Middle listeners, and speakers, and to develop appreciation School. Other schools may not offer this course and understanding of the histories and cultures of the without prior approval from the Interdivisional Spanish-speaking world. Students in this course also Curriculum Committee.

14 World Languages 2020-2021

This one-semester exploratory course is designed to introduce students to world-language study in a nonthreatening way. The first half of the semester is spent learning Spanish, the second half learning French. Students who take this course will learn to pronounce many of the basic sounds found in both languages with a fair amount of accuracy and will be able to understand simple dialogue.

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The following high school level course UC subject area satisfied: e - Language Other than English descriptions are arranged alphabetically. COURSE DESCRIPTION This course continues instruction begun in American Sign American Sign Language 1-2 (P) • 2384, 2385 Language 3-4 and provides a third year of American Sign Grade level: 7–12 Language study. Students taking this course will be exposed Prerequisites: None to deaf culture, general interpreting techniques, reverse Course duration: One year interpreting, and community resources for the deaf. Students meet and communicate with deaf individuals, and Graduation credit: World Language work on finger spelling speed and sign fluency. Students UC subject area satisfied: e - Language Other than English who successfully pass this course will possess the conversational skills necessary to enter an interpreter- COURSE DESCRIPTION training program. This introductory course, open to all students who wish to learn American Sign Language, is intended to develop limited facility in the basic structure and use of the Chinese Language and Culture 1-2 AP (HP) • language. Study of the deaf culture will also be included so 2175, 2176 that students will have knowledge of the values, beliefs, Grade level: 11–12 behaviors, and common world view found among deaf people. Prerequisites: Mandarin Chinese 5-6 or higher; B average or higher; recommendation of teacher BASIC INSTRUCTIONAL MATERIALS Course duration: One year Hills, Learning American Sign Language, Prentice Hall, Graduation credit: World Language; weighted 2004. UC subject area satisfied: e - Language Other than English

COURSE DESCRIPTION American Sign Language 3-4 (P) • 2386, 2387 This course is comparable to a first-year college course in Grade level: 8–12 Mandarin Chinese. Students are expected to achieve a level Prerequisites: American Sign Language 1-2 with a grade of of language proficiency in the intermediate range or C or higher; recommendation of teacher and/or counselor beyond. The course engages students in an exploration of Course duration: One year the culture of the Chinese-speaking world and provides them with ongoing and varied opportunities to develop and Graduation credit: World Language hone their language skills across three communicative UC subject area satisfied: e - Language Other than English modes: interpersonal, interpretive, and presentational. In doing so, they develop the necessary knowledge of the COURSE DESCRIPTION Chinese language, including pronunciation vocabulary, This course is designed for students who have successfully idiomatic expressions, grammatical structures, and written completed American Sign Language 1-2. It is a continuation characters. of the introductory course and is intended to extend students’ limited facility in the major skills. BASIC INSTRUCTIONAL MATERIALS

Site-selected materials. BASIC INSTRUCTIONAL MATERIALS

Lentz, Signing Naturally Curriculum, Level 2, Dawn Sign Press, 1997. Filipino 1-2 (P) • 2395, 2396 Grade level: 7–12 American Sign Language 5-6 (P) • 2382, 2383 Prerequisites: None Grade level: 7–12 Course duration: One year Prerequisites: American Sign Language 3-4 with a grade of Graduation credit: World Language C or higher or equivalent UC subject area satisfied: e - Language Other than English Course duration: One year

Graduation credit: World Language

16 World Languages 2020-2021

Romero, Learn Filipino: Book One, Magsimba, 2008.

COURSE DESCRIPTION Ugnayan 3: Aklat sa Wika at Pagbasa, Vibal, 2001. This functions-based, introductory course is open to all World Language Curriculum Guide for Filipino 3-4, San students who wish to begin the study of Filipino language Diego Unified School District, 2010. and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as limited facility in reading and writing. Major emphasis is on the development Filipino 5-6 (P) • 2403, 2404 of listening and speaking abilities at the novice level with Grade level: 7–12 reasonably accurate pronunciation and intonation. Prerequisites: Filipino 3-4 with a grade of C or higher; Programmed instruction and technology, under the recommendation of teacher direction of the Filipino teacher, may be used to facilitate Course duration: One year instruction and language practice. The course is not Graduation credit: World Language designed for students who are fluent or nearly fluent in Filipino as evidenced by an informal primary language UC subject area satisfied: e - Language Other than English assessment or other language assessments. It is recommended that fluent or nearly fluent students enroll COURSE DESCRIPTION in a higher-level Filipino course. This functions-based course is designed for students who have successfully completed Filipino 3-4. It is intended to move students’ oral proficiency to the intermediate level BASIC INSTRUCTIONAL MATERIALS and to develop both reading comprehension and writing Learn Filipino: Book One Romero, , Magsimba Press, 2008. accuracy at that level. As the need for accuracy increases, Sining ng Wika at Pagbasa, Phoenix, 2006. grammar instruction becomes more significant. World Language Curriculum Guide for Filipino 1-2, San Programmed instruction and technology, under the Diego Unified School District, 2009. direction of the Filipino teacher, may be used to facilitate instruction and language practice. This course may meet the needs of Filipino-speaking students whose literacy skills Filipino 3-4 (P) • 2397, 2398 are not fully present. Grade level: 8–12 Prerequisites: Filipino 1-2 with a grade of C or higher; BASIC INSTRUCTIONAL MATERIALS recommendation of teacher Romero, Learn Filipino: Book Two, Magsimba, 2008. Course duration: One year Ugnayan 4: Aklat sa Wika at Pagbasa, Vibal, 2001. Graduation credit: World Language World Language Curriculum Guide for Filipino 5-6, San UC subject area satisfied: e - Language Other than English Diego Unified School District, 2010.

COURSE DESCRIPTION This functions-based course is designed for students who Filipino 7-8 (P) • 2405, 2406 have successfully completed Filipino 1-2. It is a Grade level: 10–12 continuation of the introductory course and is intended to Prerequisites: Filipino 5-6 with a grade of C or higher; consolidate students’ listening and speaking skills at the recommendation of teacher mid-novice level, with bridging opportunities to high Course duration: One year novice. Reading receives increased attention, although the Graduation credit: World Language primary emphasis remains the development of oral- language proficiency. Programmed instruction and UC subject area satisfied: e - Language Other than English technology, under the direction of the Filipino teacher, may be used to facilitate instruction and language practice. The COURSE DESCRIPTION course is not designed for students who are fluent or nearly This course is designed for students who have successfully fluent in Filipino as evidenced by an informal primary completed Filipino 5-6. It is a continuation of the preceding language assessment or other language assessments. It is course and is intended to increase students’ ability to recommended that fluent or nearly fluent students enroll communicate in the world language. A limited number of in a higher-level Filipino course if offered. simple literary works, selected articles from periodicals, essays, and other narratives of general interest may be used as the basis for continued development of literacy and BASIC INSTRUCTIONAL MATERIALS

17 World Languages 2020-2021 language skills. Emphasis on fluency with accurate Notes: Online Course Equivalent: EDG FRN II A-B (P) 4773, pronunciation and intonation continues, as well as 4774 emphasis on cultural awareness and appreciation. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS This functions-based course is designed for students who Dr. Alicio, Wikang Filipino 3, 2nd Edition, Department of have successfully completed French 1-2. It is a continuation Linguistics UCSD & SDSU, 2017. of the introductory course and is intended to consolidate students’ listening and speaking skills at the mid-novice Carlos, I’d Like to Speak Filipino 4 - Gusto Kong Mag- level, with bridging opportunities to high novice. Reading Filipino, Victoria P. Carlos Publishing, 2011 receives increased attention, although the primary emphasis remains the development of oral-language French 1-2 (P) • 2001, 2002 proficiency. Programmed instruction and technology, under the direction of the French teacher, may be used to Grade level: 7–12 facilitate instruction and language practice. The course is Prerequisites: None not designed for students who are fluent or nearly fluent in Course duration: One year French as evidenced by an informal primary language Graduation credit: World Language assessment or other language assessments. It is UC subject area satisfied: e - Language Other than English recommended that fluent or nearly fluent students enroll Notes: Online Course Equivalent: EDG FRN I A-B (P) 4771, in a higher-level French course if offered. 4772 BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION DeMado et al., Bien Dit! Level 2, Holt McDougal, 2008. This functions-based, introductory course is open to all World Language Curriculum Guide for French 3-4, San students who wish to begin the study of French language Diego Unified School District, 2010. and cultures. It is intended to develop novice to mid-novice oral-language proficiency as well as limited facility in reading and writing. Major emphasis is on the development French 5-6 (P) • 2005, 2006 of listening and speaking abilities at the novice level with Grade level: 7–12 reasonably accurate pronunciation and intonation. Prerequisites: French 3-4 with a grade of C or higher; Programmed instruction and technology, under the recommendation of teacher direction of the French teacher, may be used to facilitate Course duration: One year instruction and language practice. The course is not designed for students who are fluent or nearly fluent in Graduation credit: World Language French as evidenced by an informal primary language UC subject area satisfied: e - Language Other than English assessment or other language assessments. It is Notes: Online Course Equivalent: EDG FRN III A-B (P) 4775, recommended that fluent or nearly fluent students enroll 4776 in a higher-level French course. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS This functions-based course is designed for students who DeMado et al., Bien Dit! Level 1, Holt McDougal, 2008. have successfully completed French 3-4. It is intended to move students’ oral proficiency to the intermediate level World Language Curriculum Guide for French 1-2, San and to develop both reading comprehension and writing Diego Unified School District, 2009. accuracy at that level. As the need for accuracy increases, grammar instruction becomes more significant. French 3-4 (P) • 2003, 2004 Programmed instruction and technology, under the direction of the French teacher, may be used to facilitate Grade level: 7–12 instruction and language practice. This course may meet Prerequisites: French 1-2 with a grade of C or higher; the needs of French-speaking students whose literacy skills recommendation of teacher are not fully present. Course duration: One year Graduation credit: World Language UC subject area satisfied: e - Language Other than English

18 World Languages 2020-2021

BASIC INSTRUCTIONAL MATERIALS communicate in the world language. A limited number of Schmitt and Lutz, Bon Voyage, Level 2, Glencoe McGraw- literary works, selected articles from periodicals, essays, Hill, 2002. and other narratives of general interest may be used as the basis for continued development of the students’ World Language Curriculum Guide for French 5-6, San proficiency in literacy and language skills. Emphasis on Diego Unified School District, 2011. fluency with accurate pronunciation and intonation continues, as well as emphasis on cultural awareness and French 5-6 Advanced (P) • 2035, 2036 appreciation. German 5-6 Advanced (P) • 2085, 2086 BASIC INSTRUCTIONAL MATERIALS Spanish 5-6 Advanced (P) • 2425, 2426 Schmitt and Lutz, Bon Voyage, Level 3, Glencoe, 2002. Grade level: 9–12

Prerequisites: Successful completion of a second-year (3–4 level) World Language course French 7-8 Honors (HP) • 2033, 2034 Course duration: One year Grade level: 10–12 Graduation credit: World Language Prerequisites: French 5-6 with a grade of C or higher; Notes: Currently the a-g designation has been removed recommendation of teacher from German 5-6 Advanced. Sites will be re-submitting the Course duration: One year updated course proposal for German 5-6 Advanced course Graduation credit: World Language; weighted to UC for a-g approval. UC subject area satisfied: e - Language Other than English

OURSE ESCRIPTION C D COURSE DESCRIPTION Approved for the San Diego School of International French 7-8 Honors is a highly rigorous course designed for Studies. Other schools may not offer this course without students who have successfully completed French 5-6 and prior approval from the Interdivisional Curriculum wish to continue their language studies with the goals of: Committee. • Passing the SAT subject test in French with a score of 450 or higher The French, German, and Spanish 5–6 Advanced courses • Preparing to enroll in French Language 1-2 AP are designed to prepare students to take International • Studying French language and literature at an Baccalaureate Diploma Program world language courses. advanced level The focus of these courses is on using language for active This college-level course requires extensive reading of communication; language skills are applied to activities literature and academic writing beyond what would be rather than tied to the mastery of specific subject matter. expected in the standard French 7-8 course. This accelerated program is both contextually rich and BASIC INSTRUCTIONAL MATERIALS cognitively demanding. The course uses a communicative No adopted text. School choose from among available approach that provides opportunities for students to use resources. the second language appropriately in a range of authentic social and academic contexts and for a variety of purposes. There is an emphasis on research and academically French 7-8 (P) • 2007, 2008 challenging oral projects. Through the study of a variety of Grade level: 10–12 texts selected for this course, students will develop critical Prerequisites: French 5-6 with a grade of C or higher; thinking skills and enhance their cultural perspectives of recommendation of teacher diverse peoples around the world. Course duration: One year BASIC INSTRUCTIONAL MATERIALS Graduation credit: World Language Bon Voyage, UC subject area satisfied: e - Language Other than English Schmitt and Lutz, Level 3, Glencoe, 2005.

COURSE DESCRIPTION This course is designed for students who have successfully completed French 5-6. It is a continuation of the preceding course and is intended to increase students’ ability to

19 World Languages 2020-2021

COURSE DESCRIPTION French HL1 IB 1-2 (HP) • 2039, 2040 This course is designed for students who wish to pursue the French HL2 IB 1-2 (HP) • 2041, 2042 equivalent of a third-year college-level course in advanced German HL1 IB 1-2 (HP) • 2089, 2090 composition and conversation. Course content reflects German HL2 IB 1-2 (HP) • 2091, 2092 intellectual interests shared by students and teacher in the Spanish HL1 IB 1-2 (HP) • 2429, 2430 arts, history, current events, literature, culture, and sports. The course stresses oral skills, composition, and grammar Spanish HL2 IB 1-2 (HP) • 2431, 2432 and emphasizes the use of language for active Grade level: 11–12 communication. Language skills are applied to various Prerequisites: Successful completion of a World Language activities and disciplines rather than to the mastery of any 5–6 Advanced or higher-level world language course specific subject matter. Extensive training in the Course duration: One year organization and writing of compositions is an integral part Graduation credit: World Language; weighted of the Advanced Placement language course. Multicultural UC subject area satisfied: e - Language Other than English awareness is developed.

BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Muyskens, Bravo! Heinle & Heinle, 2004. Approved for Mission Bay High School and the San Diego Amiry, Barron’s AP French, Barron’s Educational, 1998. School of International Studies. Other schools may not offer this course without prior approval from the Interdivisional Curriculum Committee. French SL IB 1-2 (HP) • 2037, 2038 The French, German, and Spanish HL1 and HL2 IB courses German SL IB 1-2 (HP) • 2087, 2088 form an integrated two-year course of study that is Spanish SL IB 1-2 (HP) • 2427, 2428 equivalent to third- and fourth-year (respectively) college- Grade level: 10–12 level world language literature courses. Classes are taught Prerequisites: World Language 5–6 Advanced course or entirely in the language being studied and students are equivalent expected to actively participate in classroom discussion of the literary works being read. The courses are designed to Course duration: One year help students develop literary analysis and commentary Graduation credit: World Language; weighted skills and provide extensive training in the organization and UC subject area satisfied: e - Language Other than English writing of literary commentary. The two-year curriculum prepares students to take the IB Higher Level (HL) world COURSE DESCRIPTION language exam and satisfies the Language B requirement Approved for Mission Bay High School and the San Diego for the International Baccalaureate diploma. School of International Studies. Other schools may not

offer this course without prior approval from the BASIC INSTRUCTIONAL MATERIALS Interdivisional Curriculum Committee. No adopted text. School choose from among available resources. World Language SL IB courses prepare students to take the IB Standard Level (SL) exam in the language being studied and satisfy the Language B requirement for the French Language 1-2 AP (HP) • 2013, 2014 International Baccalaureate diploma. They are designed for Grade level: 8–12 students who wish to take the equivalent of a third-year, Prerequisites: French 5-6 or higher; B average or higher; college-level literature course in the language being recommendation of teacher studied. The World Language SL IB courses will help students Course duration: One year acquire the terminology of textual analysis and develop World Language; weighted Graduation credit: skills in oral and written commentary. Since classes are UC subject area satisfied: e - Language Other than English taught entirely in the language being studied, students Notes: Online Course Equivalent: EDG AP FRENCH 1,2 (HP) must have acquired sufficient proficiency in the language to 4778,4779 be able to read and discuss the assigned literary texts without difficulty.

20 World Languages 2020-2021

BASIC INSTRUCTIONAL MATERIALS technology, under the direction of the German teacher, No adopted text. School choose from among available may be used to facilitate instruction and language practice. resources. The course is not designed for students who are fluent or nearly fluent in German as evidenced by an informal

primary language assessment or other language German 1-2 (P) • 2051, 2052 assessments. It is recommended that fluent or nearly fluent Grade level: 7–12 students enroll in a higher-level German course if offered. Prerequisites: None BASIC INSTRUCTIONAL MATERIALS Course duration: One year Winkler, Komm Mitt! Level 2, Holt McDougal, 2010. Graduation credit: World Language World Language Curriculum Guide for German 3-4, San UC subject area satisfied: e - Language Other than English Diego Unified School District, 2006. COURSE DESCRIPTION This functions-based, introductory course is open to all German 5-6 (P) • 2055, 2056 students who wish to begin the study of German language 7–12 and cultures. It is intended to develop novice to mid-novice Grade level: oral-language proficiency as well as limited facility in Prerequisites: German 3-4 with a grade of C or higher; reading and writing. Major emphasis is on the development recommendation of teacher of listening and speaking abilities at the novice level with Course duration: One year reasonably accurate pronunciation and intonation. Graduation credit: World Language Programmed instruction and technology, under the UC subject area satisfied: e - Language Other than English direction of the German teacher, may be used to facilitate instruction and language practice. The course is not COURSE DESCRIPTION designed for students who are fluent or nearly fluent in This functions-based course is designed for students who German as evidenced by an informal primary language have successfully completed German 3-4. It is intended to assessment or other language assessments. It is move students’ oral proficiency to the intermediate level recommended that fluent or nearly fluent students enroll and to develop both reading comprehension and writing in a higher-level German course. accuracy at that level. As the need for accuracy increases, grammar instruction becomes more significant. BASIC INSTRUCTIONAL MATERIALS Programmed instruction and technology, under the Winkler, Komm Mitt! Level 1, Holt McDougal, 2010. direction of the German teacher, may be used to facilitate World Language Curriculum Guide for German 1-2, San instruction and language practice. This course may meet Diego Unified School District, 2006. the needs of German-speaking students whose literacy skills are not fully present.

German 3-4 (P) • 2053, 2054 BASIC INSTRUCTIONAL MATERIALS Grade level: 7–12 Kraft, Deutsch Aktuell 3, EMC/Paradigm, 1999. Prerequisites: None World Language Curriculum Guide for German 5-6, San Course duration: One year Diego Unified School District, 2010. Graduation credit: World Language UC subject area satisfied: e - Language Other than English German 7-8 (P) • 2057, 2058 Grade level: 10–12 COURSE DESCRIPTION This functions-based course is designed for students who Prerequisites: German 5-6 with a grade of C or higher; have successfully completed German 1-2. It is a recommendation of teacher continuation of the introductory course and is intended to Course duration: One year consolidate students’ listening and speaking skills at the Graduation credit: World Language mid-novice level, with bridging opportunities to high UC subject area satisfied: e - Language Other than English novice. Reading receives increased attention, although the primary emphasis remains the development of oral- language proficiency. Programmed instruction and

21 World Languages 2020-2021

COURSE DESCRIPTION Fritz, Fokus Deutsch: Intermediate German, Level 3, This course is designed for students who have successfully McGraw-Hill, 2000. completed German 5-6. It is a continuation of the Teichert, Allerlei Zum Besprechen, McDougal Littell, 1998. preceding course and is intended to increase students’ ability to communicate in the world language. A limited number of literary works, selected articles from periodicals, German Language 1-2 AP (HP) • 2063, 2064 essays, and other narratives of general interest may be Grade level: 10–12 used as the basis for continued development of the Prerequisites: German 5-6 or higher; B average or higher; students’ proficiency in the major skills. Emphasis on recommendation of teacher fluency with accurate pronunciation and intonation Course duration: One year continues, as well as emphasis on cultural awareness and appreciation. Graduation credit: World Language; weighted UC subject area satisfied: e - Language Other than English BASIC INSTRUCTIONAL MATERIALS Fritz, Fokus Deutsch: Intermediate German, Level 3, COURSE DESCRIPTION McGraw-Hill 2000. This course is designed for students who wish to pursue the equivalent of a third-year college-level course in advanced Allerlei Zum Besprechen Teichert, , McDougal Littell, 1998. composition and conversation. Course content reflects intellectual interests shared by students and teacher in the German 7-8 Honors (HP) • 2093, 2094 arts, history, current events, literature, culture, and sports. The course stresses oral skills, composition, and grammar 10–12 Grade level: and emphasizes the use of language for active Prerequisites: German 5-6 with a grade of C or higher; communication. Language skills are applied to various recommendation of teacher activities and disciplines rather than to the mastery of any Course duration: One year specific subject matter. Extensive training in the Graduation credit: World Language; weighted organization and writing of compositions is an integral part UC subject area satisfied: e - Language Other than English of the Advanced Placement language course. Multicultural awareness is developed. COURSE DESCRIPTION German 7-8 Honors is a highly rigorous course designed for BASIC INSTRUCTIONAL MATERIALS students who have successfully completed German 5-6 and Moeller, et al., Kaleidoskop: Kulture, Literatur, und wish to continue their language studies with the goals of: Grammatik, 6th ed., McDougal Littell, 2004. • Passing the SAT subject test in German with a score of 450 or higher • Preparing to enroll in German Language 1-2 AP Japanese 1-2 (P) • 2161, 2162 • Studying German language and literature at an Grade level: 7–12 advanced level Prerequisites: None This college-level course requires extensive reading of Course duration: One year literature and academic writing beyond what would be Graduation credit: World Language expected in the standard German 7-8 course. This UC subject area satisfied: e - Language Other than English accelerated program is both contextually rich and cognitively demanding. The course uses a communicative COURSE DESCRIPTION approach that provides opportunities for students to use This functions-based, introductory course is open to all the second language appropriately in a range of authentic students who wish to begin the study of Japanese language social and academic contexts and for a variety of purposes. and cultures. It is intended to develop novice to mid-novice There is an emphasis on research and academically oral-language proficiency as well as limited facility in challenging oral projects. Through the study of a variety of reading and writing. Major emphasis is on the development texts selected for this course, students will develop critical of listening and speaking abilities at the novice level with thinking skills and enhance their cultural perspectives of reasonably accurate pronunciation and intonation. diverse peoples around the world. Programmed instruction and technology, under the

direction of the Japanese teacher, may be used to facilitate BASIC INSTRUCTIONAL MATERIALS instruction and language practice. The course is not

22 World Languages 2020-2021 designed for students who are fluent or nearly fluent in UC subject area satisfied: e - Language Other than English Japanese as evidenced by an informal primary language assessment or other language assessments. It is COURSE DESCRIPTION recommended that fluent or nearly fluent students enroll This functions-based course is designed for students who in a higher-level Japanese course. have successfully completed Japanese 3-4. It is intended to move students’ oral proficiency to the intermediate level BASIC INSTRUCTIONAL MATERIALS and to develop both reading comprehension and writing Peterson and Steverson, Adventures in Japanese, Level 1, accuracy at that level. As the need for accuracy increases, Cheng & Tsui, 2005. grammar instruction becomes more significant. Programmed instruction and technology, under the World Language Curriculum Guide for Japanese 1-2, San direction of the Japanese teacher, may be used to facilitate Diego Unified School District, 2009. instruction and language practice. This course may meet the needs of Japanese-speaking students whose literacy Japanese 3-4 (P) • 2163, 2164 skills are not fully present.

Grade level: 7–12 BASIC INSTRUCTIONAL MATERIALS Prerequisites: Japanese 1-2 with a grade of C or higher; Adventures in Japanese, recommendation of teacher Peterson, Level 3, Cheng & Tsui, 2007. Course duration: One year Peterson, Adventures in Japanese, Level 2, Cheng & Tsui, Graduation credit: World Language 2006 (resource). UC subject area satisfied: e - Language Other than English World Language Curriculum Guide for Japanese 5-6, San Diego Unified School District, 2011. COURSE DESCRIPTION This functions-based course is designed for students who have successfully completed Japanese 1-2. It is a Japanese 7-8 (P) • 2167, 2168 continuation of the introductory course and is intended to consolidate students’ listening and speaking skills at the Grade level: 10–12 mid-novice level, with bridging opportunities to high Prerequisites: Japanese 5-6 with a grade of C or higher; novice. Reading receives increased attention, although the recommendation of teacher primary emphasis remains the development of oral- Course duration: One year language proficiency. Programmed instruction and Graduation credit: World Language technology, under the direction of the Japanese teacher, UC subject area satisfied: e - Language Other than English may be used to facilitate instruction and language practice. The course is not designed for students who are fluent or COURSE DESCRIPTION nearly fluent in Japanese as evidenced by an informal This course is designed for students who have successfully primary language assessment or other language completed Japanese 5-6. It is a continuation of the assessments. It is recommended that fluent or nearly fluent preceding course and is intended to increase students’ students enroll in a higher-level Japanese course if offered. ability to communicate in the world language. A limited number of simple literary works, selected articles from BASIC INSTRUCTIONAL MATERIALS periodicals, essays, and other narratives of general interest Peterson, Adventures in Japanese, Level 2, Cheng & Tsui, may be used as the basis for continued development of the 2006. students’ proficiency in the major skills. Emphasis on World Language Curriculum Guide for Japanese 3-4, fluency with accurate pronunciation and intonation San Diego Unified School District, 2010. continues, as well as emphasis on cultural awareness and appreciation.

Japanese 5-6 (P) • 2165, 2166 BASIC INSTRUCTIONAL MATERIALS Grade level: 7–12 Peterson, Adventure in Japanese, Level 4, Cheng & Tsui, Prerequisites: Japanese 3-4 with a grade of C or higher; 2008. recommendation of teacher Course duration: One year Graduation credit: World Language

23 World Languages 2020-2021

Handford, Langenscheidt Pocket Latin Dictionary, Japanese 7-8 Honors (HP) • 2177, 2178 Langenscheidt, 1966. Grade level: 10–12

Prerequisites: Japanese 5-6 with a grade of C or higher; recommendation of teacher Latin 1-2 AP (HP) • 2209, 2210 Course duration: One year Grade level: 10–12 Graduation credit: World Language; weighted Prerequisites: At least a C grade or equivalent in Latin 5-6; UC subject area satisfied: e - Language Other than English recommendation of teacher Course duration: One year COURSE DESCRIPTION Graduation credit: World Language; weighted Japanese 7-8 Honors is a highly rigorous course designed UC subject area satisfied: e - Language Other than English for students who have successfully completed Japanese 5-6 and wish to continue their language studies with the goals COURSE DESCRIPTION of: This course is designed for students who have successfully • Passing the SAT II: Foreign Language Examination completed Latin 5-6. It is a continuation of the preceding subject test in Japanese with a score of 600 or higher course and is intended to enrich students’ reading • Studying Japanese language and literature at an proficiency in Latin by studying certain Latin authors in advanced level depth. The students will become familiar with classical This college-level course requires extensive reading of literature, mythology, history, and geography. The course is literature and academic writing beyond what would be designed to help students do well on the AP Latin expected in the standard Japanese 7-8 course. This examination. accelerated program is both contextually rich and cognitively demanding. The course uses a communicative BASIC INSTRUCTIONAL MATERIALS approach that provides opportunities for students to use Vergil’s Aeneid, Books I-IV (Pharr’s version), Bolchazy- the second language appropriately in a range of authentic Carducci, 1964. social and academic contexts and for a variety of purposes. There is an emphasis on research and academically Handford, Langenscheidt Pocket Latin Dictionary, challenging oral projects. Through the study of a variety of Langenscheidt, 1966. texts selected for this course, students will develop critical thinking skills and enhance their cultural perspectives of Latin 3-4 (P) • 2203, 2204 diverse peoples around the world. Grade level: 7–12 BASIC INSTRUCTIONAL MATERIALS Prerequisites: Latin 1-2 with a grade of C or higher; recommendation of teacher Tohsaku, YooKoso! Volume II, Continuing with Contemporary Japanese, Glencoe McGraw-Hill, 2006. Course duration: One year Graduation credit: World Language UC subject area satisfied: e - Language Other than English Latin 1-2 (P) • 2201, 2202 Grade level: 7–12 COURSE DESCRIPTION Prerequisites: None This course is designed for students who have successfully Course duration: One year completed Latin 1-2. It is a continuation of the introductory course and is intended to increase students’ proficiency in Graduation credit: World Language comprehending and translating Latin involving more e - Language Other than English UC subject area satisfied: extensive vocabulary and more complicated grammatical constructions. COURSE DESCRIPTION

This introductory course, open to all students, is intended BASIC INSTRUCTIONAL MATERIALS to develop limited proficiency in comprehending and translating selected readings in Latin. Jenney, Jenney’s Second Year Latin, Prentice Hall, 1990.

BASIC INSTRUCTIONAL MATERIALS Jenney, Jenney’s First Year Latin, Prentice Hall, 1990.

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Handford, Langenscheidt Pocket Latin Dictionary, Latin 5-6 (P) • 2205, 2206 Langenscheidt, 1966. Grade level: 7–12

Prerequisites: Latin 3-4 with a grade of C or higher; recommendation of teacher Mandarin ABI 1-2 IB • 2512, 2513 Course duration: One year Grade level: 11–12 Graduation credit: World Language Prerequisites: Mandarin Chinese 3-4 and Mandarin Chinese UC subject area satisfied: e - Language Other than English 5-6 Course duration: One year COURSE DESCRIPTION Graduation credit: Elective This course is designed for students who have successfully completed Latin 3-4. It is a continuation of the preceding COURSE DESCRIPTION course and is intended to extend students’ proficiency in Latin by reading authors of the classical period. Approved for Mission Bay High School. Other schools may not offer this course without prior approval from BASIC INSTRUCTIONAL MATERIALS the Interdivisional Curriculum Committee. Anderson, The Art of the Aeneid, Bolchazy-Carducci This course is designed to provide students with the Publishers, 1989. necessary skills and intercultural understanding to enable Griffin, Virgil, Oxford University Press, 1986. them to communicate successfully in an environment Hines, Our Latin Heritage, Book III, Holt, Rinehart & where the language studied is spoken. This process Winston, 1981. encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and Jenney, Jenney’s Third Year Latin, Prentice Hall, 1990. fostering respect for cultural diversity. The language ab Trautman, New College Latin and English Dictionary, initio course develops students’ linguistic abilities through Bantam, 1970. the development of receptive, productive and interactive Vergil’s Aeneid, Books I-IV (Pharr’s version), Bolchazy- skills by providing opportunities to respond and interact Carducci, 1964. appropriately in a defined range of everyday situations. Handford, Langenscheidt Pocket Latin Dictionary, Language ab initio is available at standard level only. The Langenscheidt, 1966. aims of the language ab initio course are to: develop students’ intercultural understanding; enable students to understand and use the language they have studied in a Latin 7-8 (P) • 2207, 2208 range of contexts; and for a variety of purposes; encourage, Grade level: 10–12 through the study of texts and through social interaction, an awareness and appreciation of the different Prerequisites: Latin 5-6 with a grade of C or higher; perspectives of people from other cultures; develop recommendation of teacher students’ awareness of the role of language in relation to Course duration: One year other areas of knowledge develop students’ awareness of Graduation credit: World Language the relationship between the languages and cultures with UC subject area satisfied: e - Language Other than English which they are familiar; provide students with a basis for further study, work and leisure through the use of an COURSE DESCRIPTION additional language; and, provide the opportunity for This course is designed for students who have successfully enjoyment, creativity and intellectual stimulation through completed Latin 5-6 is a continuation of the preceding knowledge of an additional language. course and is intended to enrich students’ reading proficiency in Latin by studying certain Latin authors in BASIC INSTRUCTIONAL MATERIALS depth. Liu, Yao, Bi, Ge, and Shi. Integrated Chinese, Level 1, Part 1 Textbook and Workbook (3rd Edition), Cheng & Tsui BASIC INSTRUCTIONAL MATERIALS Company, Inc., 2009. www.chen-tsui.com. Vergil’s Aeneid, Books I-VI (Pharr’s version), Bolchazy- Carducci, 1964.

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Mandarin Chinese 1-2 (P) • 2351, 2352 BASIC INSTRUCTIONAL MATERIALS Yuehua Liu et al, Integrated Chinese, Level 1 Part 1, 3rd Grade level: 7–12 Edition, Cheng & Tsui Chinese Language Series, 2009. Prerequisites: Successful participation in a Mandarin Integrated Chinese, Level 1 Part 2, 3rd Chinese immersion program or equivalent Yuehua Liu et al, Edition, Cheng & Tsui Chinese Language Series, 2009. Course duration: One year

Graduation credit: World Language UC subject area satisfied: e - Language Other than English Mandarin Chinese 5-6 (P) • 2355, 2356 Notes: Students enrolled in an advanced version of this Grade level: 7–12 course as part of dual-language immersion program will Prerequisites: Mandarin Chinese 3-4 with a grade of C or see an immersion designator (IM) added to the course higher; recommendation of teacher number on their transcripts. Course duration: One year Graduation credit: World Language COURSE DESCRIPTION e This introductory course, open to all students who wish to UC subject area satisfied: - Language Other than English learn Mandarin Chinese, is intended to develop limited Notes: Students enrolled in an advanced version of this facility in each of the major communication skills: listening, course as part of dual-language immersion program will reading, speaking, and writing. Major emphasis is on see an immersion designator (IM) added to the course development of the ability to speak fluently with accurate number on their transcripts. pronunciation and intonation, while fostering an appreciation of the culture. COURSE DESCRIPTION This course is designed for students who have successfully BASIC INSTRUCTIONAL MATERIALS completed Mandarin Chinese 3-4. It is a continuation of the preceding course and is intended to increase students’ Yuehua Liu et al, Integrated Chinese, Level 1 Part 1, 3rd proficiency. Emphasis on fluency with accurate Edition, Cheng & Tsui Chinese Language Series, 2009. pronunciation and intonation continues, as well as emphasis on cultural awareness and appreciation. Mandarin Chinese 3-4 (P) • 2353, 2354 BASIC INSTRUCTIONAL MATERIALS Grade level: 7–12 Yuehua Liu et al, Integrated Chinese, Level 1 Part 2, 3rd Prerequisites: Mandarin Chinese 1-2 with a grade of C or Edition higher; recommendation of teacher , Cheng & Tsui Chinese Language Series, 2009. Course duration: One year Graduation credit: World Language Mandarin Chinese 7-8 (P) • 2357, 2358 UC subject area satisfied: e - Language Other than English Grade level: 10–12 Notes: Students enrolled in an advanced version of this Prerequisites: Mandarin Chinese 5-6 with a grade of C or course as part of dual-language immersion program will higher; recommendation of teacher see an immersion designator (IM) added to the course Course duration: One year number on their transcripts. Graduation credit: Elective UC subject area satisfied: e - Language Other than English COURSE DESCRIPTION This course is designed for students who have successfully Notes: Students enrolled in an advanced version of this completed Mandarin Chinese 1-2. It is a continuation of the course as part of dual-language immersion program will introductory course and is intended to extend students’ see an immersion designator (IM) added to the course facility in literacy and language skills. Reading receives number on their transcripts. increasing attention, although continuing emphasis is placed on developing the ability to speak with fluency and COURSE DESCRIPTION accuracy. Cultural appreciation also continues to be This course is designed for students who have successfully emphasized. completed Mandarin Chinese 5-6. It is a continuation of the preceding course and is intended to increase students’ ability to communicate in the world language. A limited number of simple literary works, selected articles from

26 World Languages 2020-2021 periodicals, essays, and other narratives of general interest Yuehua Liu et al, Integrated Chinese, Level 2 Part 2, 3rd may be used as the basis for continued development of the Edition, Online Workbook, Cheng & Tsui Chinese students’ proficiency in the major skills. Emphasis on Language Series, 2009. fluency with accurate pronunciation and intonation https://iconline.quia.com/books/ continues, as well as emphasis on cultural awareness and Common Knowledge about Chinese Culture, Overseas appreciation. Chinese Affairs Office of the State Council of the

People’s Republic of China, Higher Education Press, BASIC INSTRUCTIONAL MATERIALS 2006. Yuehua Liu et al, Integrated Chinese, Level 2 Part 1, 3rd Yuehua Liu et al., Ancient Chinese Parables, Cheng & Tsui, Edition, Cheng & Tsui Chinese Language Series, 2009. 2010.

Supplemental Resources Mandarin Chinese 7-8 Honors (IM) • 2507, 2508 Huang and Ao, How Far Away is the Sun & Other Essays, Mandarin Chinese 7-8 Honors (IM) • 2507M, Cheng & Tsui, 2017. 2508M Xia, Yun et al., Tales and Traditions Vols. 1,2,3, 2nd Grade level: 9–12 Edition, Cheng & Tsui, 2017. Prerequisites: Mandarin Chinese 5-6 with a grade of C or higher; recommendation of teacher Portuguese 1-2 (P) • 2139, 2140 Course duration: One year Grade level: 9–12 Graduation credit: World Language Prerequisites: None UC subject area satisfied: e - Language Other than English Course duration: One year Notes: Students enrolled in an advanced version of this Graduation credit: World Language course as part of dual-language immersion program will see an immersion designator (IM) added to the course UC subject area satisfied: e - Language Other than English number on their transcripts. COURSE DESCRIPTION COURSE DESCRIPTION Approved for Point Loma High School. Other schools Approved for Mission Bay High School. Other schools may not offer this course without prior approval from may not offer this course without prior approval from the Interdivisional Curriculum Committee. the Interdivisional Curriculum Committee. This introductory course is open to students who wish to This course is designed for students in the Mandarin begin the study of Portuguese language and cultures. It is Immersion pathway who have successfully completed intended to develop novice to mid-novice oral-language Mandarin Chinese 5-6. It is a continuation of the preceding proficiency as well as limited facility in reading and writing. course and is intended to increase students’ ability to Major emphasis is on the development of listening and communicate in the world language. The course includes speaking abilities at the novice level with reasonably exposure to and appreciation of classic Chinese literary accurate pronunciation and intonation. works and continue to build cultural knowledge and awareness requiring students to speak exclusively in the BASIC INSTRUCTIONAL MATERIALS target language. Students participate in classroom Matos & Neto-Kalife, Bom Dia!, Level 1, Spinner discussions, activities, and conversations. Publications, 2002 Note: Students enrolled in an advanced version of this course as part of dual-language immersion program will see an immersion designator (IM) added to the course number on their transcripts.

BASIC INSTRUCTIONAL MATERIALS Yuehua Liu et al, Integrated Chinese, Level 2 Part 2, 3rd Edition, Cheng & Tsui Chinese Language Series, 2009. http://cheng-sui.com/store/products/integrated_chinese

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develop an understanding and appreciation of Portuguese Portuguese 3-4 (P) • 2196, 2197 culture, both as an integrated part of the learning process Grade level: 9–12 and through targeted cultural topics in the textbook’s units Prerequisites: Portuguese 1-2 of study. Course duration: One year Graduation credit: World language BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: e - Language Other than English Jouet-Pastre, Klobucka, Moreira, Sobral and Hutchinson, Ponto de Encontro: Portuguese as a World Language, COURSE DESCRIPTION 2nd Edition, Pearson, 2013. Supplementary Resources: Approved for Point Loma High School. Other schools may not offer this course without prior approval from the Interdivisional Curriculum Committee. E. Lima & S. Lunes, Portugues Via Brasil, Editora Pedagogica e Universitaria Ltda, 2005. This second-year course is open to all students who wish to continue the study of Portuguese language and culture. It is intended to develop a novice-mid to novice-high oral Spanish 1-2 (P) • 2321, 2322 language proficiency level and expand facility in reading Grade level: 7–12 and writing. Major emphasis is on the development of Prerequisites: None listening and speaking skills at the novice to intermediate- Course duration: One year low level with reasonably accurate pronunciation and intonation. Students will demonstrate competency by Graduation credit: World Language being able to communicate orally and in writing. UC subject area satisfied: e - Language Other than English Notes: Online Course Equivalent: EDG SPN I A-B (P) 4715, BASIC INSTRUCTIONAL MATERIALS 4716 Matos & Neto-Kalife, Bom Dia! Level 2, Spinner Publications, 2002 COURSE DESCRIPTION This functions-based, introductory course is open to all

students who wish to begin the study of Spanish language Portuguese 5-6 • 2235, 2240 and cultures. It is intended to develop novice to mid-novice Grade level: 9–12 oral-language proficiency as well as limited facility in reading and writing. Major emphasis is on the development Prerequisites: Portuguese 3-4 of listening and speaking abilities at the novice level with Course duration: One year reasonably accurate pronunciation and intonation. Graduation credit: World Language Programmed instruction and technology, under the UC subject area satisfied: e - Language Other than English direction of the Spanish teacher, may be used to facilitate instruction and language practice. The course is not COURSE DESCRIPTION designed for students who are fluent or nearly fluent in Spanish. It is recommended that fluent or nearly fluent Pilot course for Point Loma High School. Other schools students enroll in a Spanish for Spanish Speakers course or may not offer this course without prior approval from a higher-level Spanish course. the Interdivisional Curriculum Committee.

Portuguese 5-6 is a third-year language and culture course BASIC INSTRUCTIONAL MATERIALS intended to move students to an intermediate-low to Gahala et al., ¡Avancemos! Level 1, McDougal Littell, intermediate-mid level of language proficiency. The 2009. acquisition of new vocabulary and grammar structures World Language Curriculum Guide for Spanish 1-2, San continues, with more sophisticated words and phrases and Diego Unified School District, 2009. complex verb and sentence constructions being introduced. Short literary works written in the target language are also introduced at this level, with students reading short stories, essays, and excerpts from longer works of literature. Writing assignments are frequent and vary in length depending on the topic. Students continue to

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Programmed instruction and technology, under the Spanish 3-4 (P) • 2323, 2324 direction of the Spanish teacher, may be used to facilitate Grade level: 7–12 instruction and language practice. This course may meet Prerequisites: Spanish 1-2 with a grade of C or higher; the needs of Spanish-speaking students whose literacy recommendation of teacher skills are not fully present. Course duration: One year Graduation credit: World Language BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: e - Language Other than English Gahala et al., ¡En Español! Level 3, McDougall-Littell, Notes: Online Course Equivalent: EDG SPN II A-B (P) 4717, 2004. 4718 World Language Curriculum Guide for Spanish 5-6, San Diego Unified School District, 2011. COURSE DESCRIPTION This functions-based course is designed for students who have successfully completed Spanish 1-2. It is a Spanish 7-8 (P) • 2327, 2328 continuation of the introductory course and is intended to Grade level: 10–12 consolidate students’ listening and speaking skills at the Prerequisites: Spanish 5-6 with a grade of C or higher; mid-novice level, with bridging opportunities to high recommendation of teacher novice. Reading receives increased attention, although the Course duration: One year primary emphasis remains the development of oral- Graduation credit: World Language language proficiency. Programmed instruction and e - Language Other than English technology, under the direction of the Spanish teacher, UC subject area satisfied: may be used to facilitate instruction and language practice. The course is not designed for students who are fluent or COURSE DESCRIPTION This course is designed for students who have successfully nearly fluent in Spanish as evidenced by the Spanish I.P.T. completed Spanish 5-6. It is a continuation of the preceding or other language assessments. It is recommended that course and is intended to increase students’ ability to fluent or nearly fluent students enroll in a Spanish for communicate in the world language. A limited number of Spanish Speakers course or a higher-level Spanish course. simple literary works, selected articles from periodicals,

essays, and other narratives of general interest may be BASIC INSTRUCTIONAL MATERIALS used as the basis for continued development of the Gahala et al., ¡Avancemos! Level 2, Holt McDougal, 2010. students’ proficiency in literacy and language skills. World Language Curriculum Guide for Spanish 3-4, San Emphasis on fluency with accurate pronunciation and Diego Unified School District, 2010. intonation continues, as well as emphasis on cultural awareness and appreciation. Spanish 5-6 (P) • 2325, 2326 BASIC INSTRUCTIONAL MATERIALS Grade level: 7–12 Zayas-Bazán and Bacon, Conexiones: Communicacíon y Prerequisites: Spanish 3-4 with a grade of C or higher; Cultura, Prentice-Hall, 2002. recommendation of teacher

Course duration: One year Graduation credit: World Language Spanish 7-8 Honors (HP) • 2307, 2308 UC subject area satisfied: e - Language Other than English Grade level: 10–12 Notes: Online Course Equivalent: EDG SPN III A-B (P) 4722, Prerequisites: Spanish 5-6 with a grade of C or higher; 4723 recommendation of teacher Course duration: One year COURSE DESCRIPTION Graduation credit: World Language; weighted This functions-based course is designed for students who UC subject area satisfied: e - Language Other than English have successfully completed Spanish 3-4. It is intended to move students’ oral proficiency to the intermediate level COURSE DESCRIPTION and to develop both reading comprehension and writing Spanish 7-8 Honors is a highly rigorous course designed for accuracy at that level. As the need for accuracy increases, students who have successfully completed Spanish 5-6 and grammar instruction becomes more significant. wish to continue their language studies with the goals of:

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• Passing the SAT II: Foreign Language Examination Spanish for Spanish Speakers 3-4 (P) • 2347, subject test in Spanish with a score of 600 or higher • Preparing to enroll in Spanish Language 1-2 AP 2348 • Studying Spanish language and literature at an Grade level: 7–12 advanced level Prerequisites: Spanish for Spanish Speakers 1-2 or This college-level course requires extensive reading of recommendation of teacher and/or counselor based on literature and academic writing beyond what would be placement assessment expected in the standard Spanish 7-8 course. This Course duration: One year accelerated program is both contextually rich and Graduation credit: World Language cognitively demanding. The course uses a communicative UC subject area satisfied: e - Language Other than English approach that provides opportunities for students to use the second language appropriately in a range of authentic COURSE DESCRIPTION social and academic contexts and for a variety of purposes. This course is a continuation of the introductory course There is an emphasis on research and academically Spanish for Spanish Speakers 1-2. It is designed to give challenging oral projects. Through the study of a variety of students further language experiences as outlined in the texts selected for this course, students will develop critical introductory course. Emphasis is placed on strengthening thinking skills and enhance their cultural perspectives of students’ mastery of literacy and language skills. diverse peoples around the world.

Students read and discuss significant literary works to ASIC INSTRUCTIONAL MATERIALS B improve oral and written communication skills. Focus is on Zayas-Bazán and Bacon, Conexiones: Communicacíon y using appropriate oral and written language styles in Cultura, Prentice-Hall, 2002. various contexts.

BASIC INSTRUCTIONAL MATERIALS Spanish for Spanish Speakers 1-2 (P) • 2345, Nuevas Vistas, Curso Uno, Holt, Rinehart and Winston, 2346 2006. Grade level: 7–12

Prerequisites: Native or native-like oral fluency in Spanish and/or recommendation of teacher or counselor based on Spanish for Spanish Speakers 5-6 (P) • 2349, a placement assessment 2350 Course duration: One year Grade level: 7–12 Graduation credit: World Language Prerequisites: Spanish for Spanish Speakers 3-4 or UC subject area satisfied: e - Language Other than English recommendation of teacher or counselor based on placement assessment COURSE DESCRIPTION Course duration: One year This course is designed to improve students’ ability to read Graduation credit: World Language and write in Spanish. It is an introductory course that gives UC subject area satisfied: e - Language Other than English students a rich language experience: vocabulary enrichment, primary writing skills, spelling, development of COURSE DESCRIPTION formal writing styles, and reading. This course is designed for students who have successfully

completed Spanish for Spanish Speakers 3-4. The focus of Students participate in cultural activities with themes the course is on reading literary works such as plays, based on the geography, folklore, and literature of the novels, short stories, and poetry, as well as other kinds of Spanish-speaking world. narrative and expository materials.

BASIC INSTRUCTIONAL MATERIALS BASIC INSTRUCTIONAL MATERIALS Nuevas Vistas, Curso de Introducción, Holt McDougal, Nuevas Vistas, Curso Dos, Holt, Rinehart and Winston, 2006. 2006.>

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Spanish Language 1-2 AP (HP) • 2333, 2334 COURSE DESCRIPTION Grade level: 8–12 Approved for the Language Academy, Longfellow K-8, Prerequisites: Spanish 5-6 or higher; B average or higher; and Bell, Clark, Millennial Tech, Montgomery, Pershing, recommendation of teacher Roosevelt, Taft, and Wilson Middle Schools. Other schools may not offer this course without prior approval Course duration: One year from the Interdivisional Curriculum Committee. Graduation credit: World Language; weighted UC subject area satisfied: e - Language Other than English This series of courses is designed to support the Spanish Notes: Online Course Equivalent: EDG SPAN AMG 1,2 (HP) Dual Language/World Language program and allows 4736,4737 students to continue on the immersion pathway after exiting a K-5 dual language program. Taught entirely in COURSE DESCRIPTION Spanish, this is a one-period, balanced literacy course that This course is designed for students who wish to pursue the builds on knowledge and skills acquired in an elementary equivalent of a third-year college-level course in advanced dual language program. This course is intended to provide composition and conversation. Course content reflects students with the skills necessary to become independent intellectual interests shared by students and teacher in the critical readers, writers, listeners, and speakers, and to arts, history, current events, literature, culture, and sports. develop appreciation and understanding of the histories The course stresses oral skills, composition, and grammar and cultures of the Spanish-speaking world. Students in this and emphasizes the use of language for active course also will expand their knowledge of grammatical communication. Language skills are applied to various concepts and applications. activities and disciplines rather than to the mastery of any specific subject matter. Extensive training in the BASIC INSTRUCTIONAL MATERIALS organization and writing of compositions is an integral part Walqui-Van Lier, Sendas Literarias 1, Pearson, 2005. of the Advanced Placement language course. Multicultural Walqui-Van Lier, Sendas Literarias 2, Pearson, 2005. awareness is developed. Draggett, Temas, Vista Higher Learning, 2014.

BASIC INSTRUCTIONAL MATERIALS Draggett, Temas, Vista Higher Learning, 2014. Spanish Literature 1-2 AP (HP) • 2339, 2340 SUPPLEMENTAL RESOURCES Grade level: 10–12 Diaz, Abriendo Paso lectura, 4th Edition, Prentice Hall, Prerequisites: Spanish 5-6 or higher; B average or higher; 2001. recommendation of teacher Gatski, Triangulo, 4th Edition,Wayside Publishing, 2006. Course duration: One year Graduation credit: World Language; weighted UC subject area satisfied: e - Language Other than English Spanish Language Arts SLIM 1-2 (P) • 2363, 2364 Spanish Language Arts SLIM 3-4 (P) • 2365, 2366 COURSE DESCRIPTION Spanish Language Arts SLIM 5-6 (P) • 2367, 2368 This course is designed for students who wish to pursue the Grade level: 7–12 equivalent of a third-year college-level course in literature. The course stresses proficiency in language skills and the Prerequisites: None analysis of selected literary works from the countries where Course duration: One year per course the language is spoken. Students read several Graduation credit: World Language representative works, including one or more full-length UC subject area satisfied: e - Language Other than English works from each author designated on the Required Notes: These courses are taught in conjunction with the Authors List published annually in the Advanced Placement one-period English Language Arts SLIM courses taught at Course Description Guide. In addition, students study the same grade level. works by other authors representing a variety of genres, historical periods, and geographical areas. Students read works that are representative of the central themes and preoccupations of each author. Excerpts from longer works should be read in conjunction with, not instead of, a complete novel or play. Students learn to formulate and

31 World Languages 2020-2021 express critical opinions and judgments orally and in writing. The interrelationship between literature and culture is developed. The major outcomes for the course are based on guidelines from the College Entrance Examination Board.

BASIC INSTRUCTIONAL MATERIALS Abrendo puertas: Tomo I, McDougal Littell, 2003. Abrendo puertas: Tomo II, McDougal Littell, 2003.

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