Second+Languages+and+Learning+Outcomes

__**SPANISH**__ __**By Alison Miles**__

1) In Spanish, how do you suggest I meet the PLOs:

a. “respond to creative works from the Hispanic world”

· I would recommend looking at Hispanic art or studying Hispanic artists like Pablo Picasso http://www.donquijote.org/culture/spain/painters/

· Discuss the use of colour in clothing, toys, festivals, paintings etc in the Hispanic culture

· Study Hispanic music. What instruments are used? What are the common themes. Here is a link to Christian Hispanic music: http://tunein.com/radio/Christian-Spanish-g102/

· Learn about some of the festivals and events celebrated in Mexico and Spain as well as other places around the world. There are many creative works within the organization of these events.

· Read Hispanic poetry. Write your own poem with Hispanic influence.

· Study Hispanic dance. Create a dance of your own using new things you have learned.

· Make a Hispanic dish and serve it to the family.

· Create a portfolio of traditional Hispanic clothing

b. “demonstrate an awareness of Hispanic culture in British Columbia”

· You could discuss social groups and events put on by the Hispanic societies within BC

· There is an interesting article about Hispanic culture in Canada : http://dialogos.ca/magazine/number7/article1.htm

· Study and research immigration rates to Canada and BC


 * __Carmen Wales__**

> (In case you want to think long-term - Discovery Education has “Extra: Spanish Edition” – this could be used for grades 9 and up - not a stand-alone program, but would be good alongside a text of some sort…)
 * __Spanish Language Resource List for Grades 5-9__**
 * Bob Jones University Press (BJU)
 * Discovery Education series: “Educacion Espanola: Spanish Instruction” (content available and suitable for grades 3 and up)
 * Powerglide (available for all grades)
 * Tell Me More online through HCOS or purchase as a take home version (CD’s etc)
 * Rosetta Stone online through HCOS or purchase for use at home
 * Learnables
 * Easy Spanish I *popular with home-school
 * Easy Spanish II (still need to supplement) *popular with home-school
 * BrainpopJr – an online resource available as a subscription through the school which provides some good learning regarding //culture and art//
 * Further resources are available at HCOS Linking Library. http://www.onlineschool.ca/php-bin/links/index.php?action=displaycat&catid=81

…the teaching through BJU has a live teacher available throughout the course. The advantages of this are obvious - the downside to the BJU program is that there is not a speaking practice component as in other programs (Powerglide, Tell Me More and Rosetta Stone all have a strong element of speaking and they will automatically rate speaking ability). BJU could be viewed as a reading/writing based course. Powerglide and Rosetta Stone are much more speaking based until the older grades. The BJU program is expensive when you get the online portion, but, again you have a //live// tutor available. The advantage of a program like Tell Me More is that you still have the speaking and listening practice (as in Rosetta or Powerglide) but there is also a lot of reading and writing involved. All of these programs can be found online and you can view demos and other presentations to learn more about how they work, price etc… //For grades 5 and 6//, a general introduction to the language is all that is required. The student should have plenty of exposure to the sounds of the language. The student can enjoy learning while listening to music, while playing games and from doing as many hands-on type activities as possible. The student should know a few simple greetings and expressions of politeness (such as: ¡hola! /Con permiso/gracias /por favor…) and be able to communicate likes/dislikes (formulaic only – ie forming sentences using the verb “gustar”: me gusta __/no me gusta_____).__ __//By the end of grade 7//, the student should know the sounds of the language and have a good basic vocabulary. This vocabulary could be made up of a variety of words of the parents’/students’ choosing, but could include categories such as: alphabet, colours, numbers, family vocabulary, and a good variety of “travel phrases” (ie Where is the bathroom? etc). Continuing along the same lines as grades 5 and 6, in grade 7 the student should learn to communicate likes, dislikes, needs and wants (form very simple sentences using the verbs: gustar, necesitar, querer only)__
 * Some comments on the programs above for your consideration:**
 * What is expected of students in grades 5-9?**

__//By the end of grade 8//, in addition to a continuously growing vocabulary, students should have a good //introduction to regular verbs//. A healthy introduction to the verbs SER and ESTAR and the simple progressive tense will be a very good preparation for the high school years. The grade 8 student should continue to practice their greetings, expressions of politeness and how to communicate likes/dislikes. The student should now also recognize events as past, present or future (by knowing trigger words such as “ayer/yesterday,” “mañana/tomorrow,” “hoy/today” and other indications of time).__ __//By the end of grade 9//, students should be using verbs to write very simple sentences. The student should have a firm grasp of how and when to use the verbs SER and ESTAR. In preparation for Spanish 10, students should know how to conjugate all regular verbs and irregular verbs in the //present tense//. Future tense should be introduced if all goes well with the present tense. (FYI: By the end of grade 10, students will need to know how to use present, past and future tenses, so a good foundation in the present tense is necessary going into grade 10 – mastering the present tense is a big job, but once students have this foundation the rest comes quite quickly).__


 * __Grad Program__ **
 * __Spanish Language Resource List for grades 10-12 (and Intro Spanish 11)__ **

__Curriculum available by DVD/CD/Online__ ** The following programs are a little more expensive, but are good because they provide a very good amount of built-in listening and speaking practice. (Of course, if you’re a multi-student family, the cost won’t look as bad as the product will be used for more than one student).
 * __Grammar Texts__ **
 * Como Se Dice
 * Complete Spanish Grammar Review
 * Spanish Now! Level 2
 * Repaso- Spanish Grammar Review: Workbook
 * Punta y Aparte- Sharon Foerster High school ***very good**
 * **The Learning Everything Spanish Book (Julie Gutin)**
 * ** Spanish The Easy Way (Barron’s) **
 * LIFEPAC Spanish 1, by Alpha Omega Publications
 * **Teach Yourself Series: Improve Your Spanish**
 * **Living Language Series: Beginner to Intermediate levels**
 * **Schaum’s Outlines Spanish Grammar 4th Edition (good as an extra resource or supplement)**
 * **Learnables**
 * **Further resources are available at the HCOS Linking Library. http://www.onlineschool.ca/php-bin/links/index.php?action=displaycat&catid=81**
 * Many of these resources will need to be supplemented with listening/speaking practice… Students gain this practice from either a live tutor or another resource – there are many free online resources that will provide good listening practice, but it is difficult to gain the speaking practice… ( I can recommend a few good – free - online resources for listening practice – ask me at kwale@onlineschool.ca) You can look all of these resources up online to learn more about them.**

-Tell Me More is available to purchase as your primary curriculum for use in an// Individualized // course OR, -Tell Me More is also available as an online course through HCOS/BCOS. A live teacher is available to answer any questions and provide support. Of course, the teacher will also assess student progress and assign additional work to check skills/progress and provide practice in written expression. (HCOS/BCOS is moving to the newest version of Tell Me More in the 2011/2012 school year – this will be a huge improvement on an already enjoyable learning process...) A good ** Reference tool ** to complement grades 10-12 and beyond…
 * Tell Me More home edition (interactive language learning program)
 * Bob Jones Press has a good online language program (it’s also taught from a Christian perspective)
 * Rosetta Stone home edition (needs to be supplemented with a grammar text)
 * Synergy language program
 * Mastering Spanish Grammar- McGraw Hill by Pilar Munoz (high school) // –Mastering Spanish Grammar is an excellent reference book to have on hand alongside a text or other program (you can buy it quite cheaply second-hand online – I bought mine for ~$20.00…). Students have found this book useful because it will explain any concept from beginning to advanced and provide a few exercises (not all texts will cover beginner concepts) //
 * __What to look for when purchasing a resource:__ **

You are not limited to the list above. As long as your curriculum will meet the learning outcomes, it doesn’t matter what resources you use J If you have any doubt about your curriculum, you could email me the __table of contents__ (kwale@onlineschool.ca) and I could let you know if it covers all the bases. On that note, the following information may be useful as you select a Spanish resource for the high school level:

By the end of grade 10, students are expected to have a very good grasp of how to communicate using the present tense. They should also know how to work with the past tense (preterite and imperfect) and future tense. They will be required to write paragraphs to demonstrate this working knowledge. Although many other grammar points will be assessed as well, the milestones of knowing how to use these tenses is the easiest way to communicate a clear standard for grade 10. Other tenses should be introduced during grade 10 as well, but students are not expected to have mastered them at this point…(such as conditional, subjunctive etc) Students in grades 11 and 12 are continuing with the language and expected to master these grade 10 skills and then go on to learn many of the various verb tenses by the end of grade 12. So… …** when purchasing curriculum ** - If the student is planning on taking Spanish throughout high school, a grammar text should not only cover the basic verb tenses, but should teach more complex verb tenses as well. ** Take a look at the table of contents and ensure that the resource covers - conditional ** Some possible places to search for resources: the list of vendors on the HCOS website, amazon.ca, Chapters.indigo.ca, local bookstores, second hand book stores… Remember: You cannot be reimbursed for your purchases! Please feel free to email me if you have any questions! kwale@onlineschool.ca We could set up a phone conversation as well, if that would be more convenient.
 * Consider these expectations for Grade 10-12 when selecting your Spanish curriculum. **
 * tenses, perfect tenses, subjunctive tenses, imperative… etc **
 * __How to buy resources:__ **
 * Use a vendor that will take the PO#, such as Cornerstone (see vendor list)
 * Have the vendor send me an invoice
 * Or, I can buy the resource (online or over the phone) for you with my business credit card.


 * FRENCH**
 * Learning Outcomes correlated for Rosetta Stone French!**

French 5 express acquired information in oral and visual forms Throughout the course identify specific information from French-language resources to complete authentic tasks Level 1 Unit 1 ask and respond to simple questions Level 1 Unit 1 and Unit 2 communicate likes, dislikes, wants, and needs Yes/no questions in Level 1 Unit 1 this is in Level 1 Unit 4 at a greater level identify greetings and expressions of politeness Level 1 Unit 2 respond to classroom instructions N/A respond to creative works from the Francophone world This isn’t available in Unit 1 - not until Level 2 Unit 4 Landmarks and the Arts identify elements of Francophone culture in Canada You would need to add this in identify elements of their own cultural backgrounds You would need to add this in French 6 express acquired information in oral and visual forms Throughout the course extract specific information from French-language resources to complete authentic tasks Level 1 Unit 2 and throughout the course express preferences and interests Level 1 Unit 4 make and respond to simple requests Level 1 Unit 4 as far as I can tell is the earliest this appears participate in known and predictable classroom situations N/A recognize and use formal and informal forms of address Level 1 Unit 2 use greetings and expressions of politeness Level 1 Unit 2 respond to creative works from the Francophone world This isn’t available in Unit 1 - not until Level 2 Unit 4 Landmarks and the Arts give examples of the presence of Francophone cultures in their community You would need to add this in identify elements of Francophone cultures that are different from or similar to their own You would need to add this in French 7 express acquired information in oral and visual forms Throughout the course extract and retrieve specific information from French-language resources to complete authentic tasks Throughout the course ask for and give simple information Throughout the course but specifically Level 2 Unit 3 begin to derive meaning in new language situations Throughout the course exchange information about themselves Starting in Level 1 Unit 2 but continuing in Level 2 Units 2 and 3 participate in classroom activities N/A respond to creative works from the Francophone world Level 2 Unit 4 Landmarks and the Arts compare the daily lives of students in Canadian Francophone communities to their own lives You would need to add this in identify elements of Francophone cultures present in British Columbia and Canada You would need to add this in French 8 express acquired information in oral, visual, and written forms Throughout the course extract, retrieve, and process specific information from French-language resources to complete authentic tasks Throughout the course ask for information, permission, and clarification classify events as past, present, or future Level 2 Unit 2 derive meaning in new language situations Throughout the course participate in familiar activities (real or simulated) Level 2 Units 1,3 and 4 share information about activities and interests Level 2 Units 1, 3 and 4 respond to authentic creative works from the Francophone world Level 2 Unit 4 Landmarks and the Arts identify and compare the activities and interests of young people in Francophone communities to their own You will need to add this in identify elements of Francophone cultures in Canada and the world You will need to add this in French 9 Acquiring Information Throughout the course explain acquired information in oral, visual, and written forms Throughout the course extract, retrieve, and process information from French-language resources to complete authentic tasks Throughout Level 2 in the area of Travel, Friends and Dining and Vacation arrange events in past, present, and future Level 2 Unit 2 ask for assistance and detailed information Throughout Level 2 in units 1,3 and 4 describe and exchange information related to activities, people, places, and things Throughout all of Level 2 in all units participate in selected meaningful, real-life situations Throughout the course but especially in Level 2 Unit 2 share opinions and preferences, giving reasons Throughout Level 2 for preferences and reasons but is specific in Level 3 Unit 3 for opinions reflect on and respond to authentic creative works from the Francophone world Level 2 Unit 4 Landmarks and the Arts distinguish similarities and differences between their own customs and those of Francophone cultures You will need to add this in identify and compare Francophone cultures from around the world You will need to add this in identify language, expressions, and behaviours that suit cultural context This may be covered throughout the course, but probably more apparent in Level 2 Unit 3 Friends and Social Life.


 * Bev Scholman**

__One of my favourite sites for French thematic language content is Languages Online at []. The activities are best suited to a Grade 5-8 level. They also have resources for German and Italian, though I haven't looked into those lesson activities.__


 * Carrie Despres**


 * Roxanne Millard**


 * GERMAN**


 * ASL**


 * ITALIAN**


 * JAPANESE**__