Courses

Art

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Flow Chart

Priority Standards

All Grades

Band

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Flow Chart

Priority Standards

High School

1st Semester

Be able to play all twelve major scales on their instrument from memory
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Be able to play the chromatic scale across the practical range of their instrument from memory
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Perform on their instrument the “rhythm assessments” appointed for the semester with full accuracy
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Make positive contributions to rehearsal each day in preparation for performances
- MU:Pr5.3.E.5a
Participate in public performances alongside the rest of the ensemble
- MU:Pr6.1.E.5a

2nd Semester

Be able to play minor scales in all forms for specific keys
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Be able to play the chromatic scale across the practical range of their instrument from memory
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Perform on their instrument the “rhythm assessments” appointed for the semester with full accuracy
- MU:Pr5.3.E.5a
- MU:Pr4.2.E.5a
Make positive contributions to rehearsal each day in preparation for performances
- MU:Pr5.3.E.5a
Participate in public performances alongside the rest of the ensemble
- MU:Pr6.1.E.5a

Choir

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Flow Chart

Priority Standards

6th Grade

1st Semester

Students will sing a major scale independently.
Students will sing a natural minor scale independently.
Students will correctly identify and label notes on the treble clef staff.
Students will correctly identify and label notes on the bass clef staff.
Students will read rhythm patterns with simple beat division in duple, triple, or quadruple meter.
Students will read rhythm patterns with extension dots (simple beat subdivision in duple, triple, or quadruple meter).
Students will read rhythm patterns with ties in simple beat division in duple, triple, or quadruple meter.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will attend and participate in concert performances.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

2nd Semester

Students will correctly and independently identify and label notes on the treble clef staff and two ledger lines above or below the staff.
Students will correctly and independently identify and label notes on the bass clef staff and two ledger lines above or below the staff.
Students will sing a major tonic triad independently.
Students will sing a minor tonic triad independently.
Students will read rhythms featuring one or more of the following characteristics: paired eighth notes, quarter rests, eighth rests for syncopation of quarter and/or eighth notes.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will attend and participate in concert performances.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

7th Grade

1st Semester

Students will correctly and independently identify and label notes on the treble clef staff two ledger lines above or below the staff.
Students will correctly and independently identify and label notes on the bass clef staff two ledger lines above or below the staff.
Students will sing a major tonic triad independently.
Students will sing a minor tonic triad independently.
Students will read and sing a melody that moves by step in a major key.
Students will read and sing a melody that moves by step in a minor key.
Students will read rhythm patterns with simple beat subdivision in duple, triple, or quadruple meter (quarter note = beat).
Students will read rhythm patterns with simple beat subdivision in duple, triple, or quadruple meter (half note = beat).
Students read rhythm patterns with compound beat division in duple, triple, or quadruple meter.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

2nd Semester

Students will sing a dominant triad independently (minor mode).
Students will correctly and independently identify and label notes on the bass clef staff and two ledger lines above or below the staff.
Students will sing the harmonic minor scale.
Students will identify and write in "Do" using key signatures with or without flats and sharps.
Students will identify and write in "La" using key signatures with or without flats and sharps.
Students will sing a dominant triad independently (major mode).
Students will read and sing a melody with 2nds, 3rds, 4ths, and 5ths in a major key.
Students will read rhythms featuring one or more of the following characteristics: sixteenth notes combined with eighths, and basic compound patterns.
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

8th Grade

1st Semester

Students will sing the harmonic minor scale.
Students will identify and write in "Do" using key signatures with or without flats and sharps.
Students will identify and write in "La" using key signatures with or without flats and sharps.
Students will sing a dominant triad independently (major mode).
Students will sing a dominant triad independently (minor mode).
Students will read and sing a melody with 2nds, 3rds, 4ths, and / or 5ths in a major key.
Students will read and sing a melody with 2nds, 3rds, 4ths, and / or 5ths in a minor key.
Students will read rhythm patterns with dotted eighth note-sixteenth note patterns in simple beat subdivision in duple, triple, or quadruple meter.
Students will read rhythm patterns with triplets and simple beat division rests in simple beat division in duple, triple, or quadruple meter.
Students will read rhythm patterns with compound beat subdivision in duple, triple, and quadruple meter.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

2nd Semester

Sing the melodic minor scale.
Correctly identify and name 7 major key signatures. (E-flat, B-flat, F, C, G, D, and A Major)
Correctly identify and name 7 minor key signatures. (c, g, d, a, e, b, and f-sharp)
Sing the major tonic triad in root position, 1^st inversion, and 2nd inversion.
Sing the minor tonic triad in root position, 1^stinversion, and 2nd inversion.
Read and sing a melody with intervals up to a 6th in a major key.
Read and sing a melody with intervals up to a 6th in a minor key.
Rhythm assessment featuring one or more of the following characteristics: compound rhythms that involve sixteenth notes.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

9th & 10th Grade

1st Semester

Students will sing the melodic minor scale.
Students will sing the chromatic scale.
Students will correctly identify and name 7 major key signatures. (E-flat, B-flat, F, C, G, D, and A Major)
Students will correctly identify and name 7 minor key signatures. (c, g, d, a, e, b, and f-sharp)
Students will visually identify and label interval quantities from a 2nd to an octave.
Students will sing the major tonic triad in root position, 1st inversion, and 2nd inversion.
Students will sing the minor tonic triad in root position, 1st inversion, and 2nd inversion.
Students will sing the dominant triad in root position, 1st inversion, and 2nd inversion (major mode).
Students will sing the dominant triad in root position, 1st inversion, and 2nd inversion (minor mode).
Students will sing a subdominant triad independently (major mode).
Students will sing a subdominant triad independently (minor mode).
Students will read and sing a melody with intervals up to a 6th in a major key.
Students will read and sing a melody with intervals up to a 6th in a minor key.
Students will read rhythm patterns with simple beat division rests in duple, triple, or quadruple meter.
Students will read rhythm patterns with compound beat division in duple, triple, or quadruple meter.
Students will read rhythm patterns with sextuplets in duple, triple, or quadruple meter.
Students will read rhythm patterns with simple beat division syncopation in duple, triple, or quadruple meter.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

2nd Semester

Students will sing the pentatonic scale.
Students will correctly identify and name all major key signatures.
Students will correctly identify and name all minor key signatures.
Students will visually identify and label interval quantities and qualities from a 2nd to an octave.
Students will sing the subdominant triad in root position, 1st inversion, and 2nd inversion (major mode).
Students will sing the subdominant triad in root position, 1st inversion, and 2nd inversion (minor mode).
Students will read and sing a melody with intervals up to an octave in a major key.
Students will read and sing a melody with intervals up to an octave in a minor key.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

11th & 12th Grade

1st Semester

Sing the whole-tone scale.
Visually identify and label interval quantities and qualities from a 2nd to an octave.
Sing the tonic, subdominant, dominant, tonic triad chord progression (major mode; I-IV-V-I).
Sing the tonic, subdominant, dominant, tonic triad chord progression (minor mode; i-iv-V-i).
Read and sing a stepwise melody with accidentals in a major key.
Read and sing a stepwise melody with accidentals in a minor key.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

2nd Semester

Aurally identify and label interval quantities and qualities from a 2nd to an octave.
Sing the dominant-seventh chord (major mode).
Sing the dominant-seventh chord (minor mode).
Read and sing a melody with 2nds, 3rds, 4ths, and / or 5ths and accidentals in a major key.
Read and sing a melody with 2nds, 3rds, 4ths, and / or 5ths and accidentals in a minor key.
Students will improve the quality of their performance in gradual practice of concert repertoire in lessons and in class rehearsals.
Students will perform with age-appropriate performance factors based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).
Students will reflect on their concert performance based on the state adjudication criteria (tone quality, intonation, rhythm, balance/blend, technique, interpretation/musicianship, diction, and other performance factors).

Computer Science

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Flow Chart

Priority Standards

Intro to Computer Science

Physical Computing

Web Design

CS Principles

Fundamentals of Coding

Machine Learning & AI

Cybersecurity

ELA

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Flow Chart

Priority Standards

English 1

1st Semester

RL.9-10.1 - Textual Evidence
RL.9-10.2 - Theme
W.9-10.3 - Narrative Writing
W.9-10.4 - Coherent Writing
SL.9-10.1 - Collaborative Discussion
SL.9-10.5 - Digital Media
SL.9-10.6 - Interviews

Students will:

- Analyze Romeo & Juliet
- Participate in group projects
- Present information as a group
- Develop visual aids using digital media
- Create a resume
- Participate in a mock interview
- Develop writing as a whole

2nd Semester

RL.9-10.1 - Textual Evidence
RL.9-10.4 - POV
RL.9-10.7 - Analyze a Subject
W.9-10.2 - Informative Writing
W.9-10.7 - Research
W.9-10.10 - Timed Writing
SL.9-10.4 - Presentation
SL.9-10.5 - Digital Media

Students will:

- Read & analyze The Princess
  Bride
- Develop writing in a time limit
- Present their research to a group
- Develop visual aids using digital media
- Greek Mythology
- Informative writing

English 2

1st Semester

RL 9-10.5 Plot Structure
W 9-10.3 Narrative Writing
RI 9-10.1 Citing Evidence
W 9-10.7 Conduct Research
SL 9-10.5 Digital Media Presentation
W 9-10.2 Informational Writing

Students will:

- Read fictional short stories and analyze the structure
- Write short stories
- Utilize sensory and description language
- Understand plagiarism and the ways to avoid it
- Learn the CRAAP test and apply it to research
- Research skills
- Learn about and create claims
- Utilize digital media to create projects and presentations
- Good speaking characteristics

2nd Semester

W 9-10.10 Timed Writing
RI 9-10.2 Central Idea
SL 9-10.4 Present Information
W 9-10.1 Argument Writing
RL 9-10.1 Citing Evidence
RL 9-10.2 Identifying Theme
RL 9-10.3 Analyzing Characters

Students will:

- Read information articles
- Identify and analyze the central idea and theme of written works
- Use ethos, pathos, and logos as methods of persuasion
- Write persuasive speech
- Cite evidence from research to support claims
- Read a class novel
- Analyze characters and their growth over the course of a novel

English 3

1st Semester

W.11-12.10 Writing Diagnostics
W.11-12.3 Narrative Writing
SL.11-12.6 Speech Adaptation
RI.11-12.7 Analyze Origins
SL.11-12.4 Present Information
RL.11-12.1 Citing Evidence
SL. 11-12.2 Using Multiple Sources

Students will:

- Complete timed writing diagnostics
- Write personal narratives
- Use imagery and descriptive writing
- Memorable endings
- Concise speaking and focusing on a single topic
- Good speaking characteristics
- Research skills and finding credible resources
- Analyzing multiple folklore stories
- Present using a visual aid
- Understand media usage, bias, and filter bubbles
- Reflect on media usage and impact

2nd Semester

W.11-12.1 - Persuasive Writing
W.11-12.4 - Production of Writing
W.11-12.5 - Development of Writing
W.11-12.10 - Writing Diagnostics
SL.11-12.5 - Digital Media
Sl.11-12.6 - Speech Adaptation

Students will:

- Complete timed writing diagnostics
- Write persuasively about an influential individual
- Create a visual aid using digital media
- Demonstrate professional writing (Resume, Cover Letter)
- Present in front of peers
- Teach 15 minutes lesson to peers

Mass Media

Film Literature

1st Semester

RI 11-12.6 Author/Directors POV
EL 11-12.5 Author Choice: Structure
RL 11-12.1 Citing Evidence
SL 11-12.4 Present Information
W 11-12.10 Timed Writing
RL 11-12.6 Satire and Irony

Students will:

- Analyze different film genres
- Research directors and understand their role in the creation of movies
- Break down shorts, trailers, and full-length movies using literary analysis skills
- Understand and identify irony and satire
- Analyze how the film has adapted and changed

Crime Literature

1st Semester

W 11-12.9 Draw Evidence from Sources
W 11-12.10 Timed Writing
W 11-12.7 Research
SL 11-12.2 Multiple Sources
RL 11-12.5 Analyze Structure
W 11-12.4 Coherent Writing

Students will:

- Research crimes on a local, regional, national, and international level
- Research and present about prison systems, cults, and cold cases
- Learn about different types of crimes
- Analyze detective stories
- Read crime literature and analyze the impact

Mythology

1st Semester

W.11-12.3 - Narrative Writing
RL.11-12.1 - Citing Evidence
RL.11-12.7 - Compare & Contrast
W.11-12.7 - Research
SL.11-12.5 - Digital Media
W.11-12.8 - Assessment of Sources

Students will:

- Write narratively from the lens of different cultures
- Explore various cultures and mythologies
- Analyze pantheons and creatures
- Research and develop presentations of information
- Assess credibility of sources

Contemporary Literature

FCS

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Flow Chart

Priority Standards

All Grades

Industrial Tech

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Flow Chart

Priority Standards

Basic Woodworking

Priority Standards

Ind 3.1 Demonstrate safe practices and procedures with tools and equipment.
CWP 3.1 Use portable power tools, such as single and compound miter saws, drills, sanders, saber saws and routers, safely and appropriately.
IND 4.4 Exhibit a responsible work ethic.
CWP 1.4 Know conventional measurement processes for cabinetmaking and wood products, linear measurements and conversions of fractions and decimals

Class Work/Projects

Safety overview/safety exam
Joinery unit- Students will learn different types of joinery that can be implemented into their work.
Sofa Table project- Each student will make a sofa table. During this project, students will each make a sofa table where they will demonstrate: safety, joinery, finish work, 21st century skills, and ability to read blueprints.
End Table

Students Will

Demonstrate shop safety
Understand Employability skills
Know common fractions
Understand the building process of a basic wood project

Product Development

Priorities Standards

Ind 3.1 Demonstrate safe practices and procedures with tools and equipment.
CWP 3.1 Use portable power tools, such as single and compound miter saws, drills, sanders, saber saws and routers, safely and appropriately.
IND 4.4 Exhibit a responsible work ethic.
CWP 1.4 Know conventional measurement processes for cabinetmaking and wood products, linear measurements and conversions of fractions and decimals.
CWP6.2 Develop a production plan, including the layout, bill of materials and cost analysis, for the production of cabinets or wood products.
MNU10.2 Select appropriate tools, processes and equipment to successfully produce formed parts or products.

Class Work/Projects

Safety overview/safety exam
Students will work in groups and build production plans.
- Blueprints
- Material costs
- Price per unit
- Job assignments
- Sale price
Once the production plans are completed, students will begin working in groups to complete their projects they have planned out.
Students will work after school to sell their projects.

Students Will

Demonstrate shop safety
Understand Employability skills
Know common fractions
Understand the building process of a basic wood project
Demonstrate the skills learned to form and operate a business/business plan

Geometry In Construction

Priority Standards

Ind 3.1 Demonstrate safe practices and procedures with tools and equipment.
CWP 3.1 Use portable power tools, such as single and compound miter saws, drills, sanders, saber saws and routers, safely and appropriately.
IND 4.4 Exhibit a responsible work ethic.
CWP 1.4 Know conventional measurement processes for cabinetmaking and wood products, linear measurements and conversions of fractions and decimals.
CWP6.2 Develop a production plan, including the layout, bill of materials and cost analysis, for the production of cabinets or wood products.
MNU10.2 Select appropriate tools, processes and equipment to successfully produce formed parts or products.

Class Work/Projects

Safety Test
Safety Demonstration
OSHA Training
Balsa Wood Houses
Designing and blueprinting to scale
T-Shirt Designs/Printing
Geometrical Shape Collage
Stair stringer
Customer project
Shed

Students Will

Demonstrate shop safety
Understand Employability skills
Know common fractions
Understand the building process of a basic wood project

Construction Trades

Priority Standards

CON4.1 Interpret and use residential construction blueprints and specifications.
CON4.4 Solve common residential construction problems, such as framing, plumbing and electrical, by using the official codes.
CON6.4 Complete the phases of residential and commercial construction.

Class Work/Projects

Learn about building codes
Learn how to work through and recognize repairs.
Work on different projects learning: construction techniques in framing, electrical, and plumbing

Students Will

Demonstrate shop safety
Understand Employability skills
Know common fractions
Understand building codes
Demonstrate how to read a blueprint
Understand basic trades concepts and a better understanding of opportunities in the trades

Advanced Woodworking

Priority Standards

Ind 3.1 Demonstrate safe practices and procedures with tools and equipment.
CWP 3.1 Use portable power tools, such as single and compound miter saws, drills, sanders, saber saws and routers, safely and appropriately.
IND 4.4 Exhibit a responsible work ethic.
CWP6.2 Develop a production plan, including the layout, bill of materials and cost analysis, for the production of cabinets or wood products.
MNU10.2 Select appropriate tools, processes and equipment to successfully produce formed parts or products.
CWP 6.1 Design and create cabinet and wood products.

Class Work/Projects

Safety
Blueprint reading
Cabinetry
CNC Programming
Fusion360 (Autodesk)

Students Will

Work on advanced woods projects such as cabinetry or various other large projects.
Students can expect to learn about and use the CNC Router to make more intricate products.

Civil Engineering

Priority Standards

DFT3.1 Know how the various measurement systems are used in engineering drawings
CON 4.1 Interpret and use residential construction blueprints and specifications.
CON4.2 Understand how to estimate materials from blueprints and specifications

Class Work/Projects

Students will learn how to use Autodesk Revit
Design a garden shed
Students will design a home for a customer and follow strict guidelines set by Habitat for Humanity
Students will design commercial buildings to develop a site plan for a “local community.”
History of architecture
Architectural Styles
Building codes

Students Will

Understand how to read blueprints, use basic CAD programs/functions
Understand the history of architectural styles, common practices
Gain the knowledge of how to locate and interpret building codes
Understand the differences of residential and commercial construction.

Advanced Construction Trades

Priority Standards

CON4.1 Interpret and use residential construction blueprints and specifications.
CON4.4 Solve common residential construction problems, such as framing, plumbing and electrical, by using the official codes.
CON6.4 Complete the phases of residential and commercial construction.
CON4.6 Understand customer service/relations as applied to project management and wholesale and retail sales.
CON4.2 Understand how to estimate materials from blueprints and specifications.

Class Work/Projects

Building codes
Construction repairs
Larger scale projects: sheds, chicken coops, etc.
Project planning/estimating
Industry Tours

Students Will

Learn about building codes, construction repairs, safety, the Industry, codes, blueprint reading, and customer estimates.
Do some basic construction practices.

Math

Printable Versions (pdf) | Flow Chart | Priority Standards

Flow Chart

Priority Standards

Algebra 1

1st Semester

A1.A-CED.A: Create equations that describe numbers or relationships.
A1.A-REI.B: Solve equations and inequalities in one variable.
A-SSE.A: Interpret the structure of expressions.
A1.S-ID.C: Interpret linear models.
A1.F-IF.B: Interpret functions that arise in applications in terms of the context.
A1.F-IF.C: Analyze functions using different representations.

2nd Semester

A1.F-IF.A: Understand the concept of a function and use function notation.
A1.F-IF.B: Interpret functions that arise in applications in terms of the context.
A1.F-IF.C: Analyze functions using different representations.
A-SSE.A: Interpret the structure of expressions.
A1.A-CED.A: Create equations that describe numbers or relationships.
A1.A-REI.A: Understand solving equations as a process of reasoning and explain the reasoning.
A1.A-REI.B: Solve equations and inequalities in one variable.
A1.A-REI.D: Represent and solve equations and inequalities graphically.

Geometry/GIC

1st Semester

Conditional Probability
- G.S-CP.A: Use independent and conditional probability to interpret data
- G.S-CP.B: Use the rules of probability to compute probabilities of compound events in a uniform probability model
Constructions and Rigid Transformations
- G.G-CO.B: Understand congruence in terms of rigid motions
- G.G-CO.C: Prove geometric theorems
- G.G-CO.D: Make geometric constructions
Congruence
- G.G-CO.B: Understand congruence in terms of rigid motions
- G.G-CO.C: Prove geometric theorems
- G.G-SRT.A: Understand similarity in terms of similarity transformations
Similarity
- G.G-CO.C: Prove geometric theorems
- G.G-SRT.A: Understand similarity in terms of similarity transformations
- G.G-SRT.B: Prove and apply theorems involving similarity
- G.G-SRT.C: Define trigonometric ratios and solve problems involving right triangles

2nd Semester

Right Triangle Trig
- G.G-SRT.B: Prove and apply theorems involving similarity
- G.G-SRT.C: Define trigonometric ratios and solve problems involving right triangles
Solid Geometry
- G.G-MG.A: Apply geometric concepts with modeling situations
Coordinate Geometry
- G.G-CO.B: Understand congruence in terms of rigid motions
- G.G-CO.C: Prove geometric theorems
- G.G-SRT.B: Prove and apply theorems involving similarity
- G.G-GPE.B: Use coordinates to prove simple geometric theorems algebraically
Circles
- G.G-SRT.B: Prove and apply theorems involving similarity

Algebra 2

1st Semester

A-SSE.A: Write expressions and equations in equivalent forms to solve problems.
A1.A-CED.A: Create equations that describe numbers or relationships and graph functions by representing any constraints
A2.A-REI.D: Represent and solve systems of equations and inequalities algebraically and graphically.
A2.N-CN.A: Perform arithmetic operations with complex numbers.
A2.N-CN.B: Use complex numbers in polynomial identities and equations.
A2.A-REI.B Solve quadratic equations and inequalities in one variable.
A2.F-IF.B: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
A2.F-BF.A: Build new functions that model a relationship between two quantities using transformations.

2nd Semester

A2.F-BF.A: Build a function that models a relationship between two quantities.
A2.A-APR.A: Perform arithmetic operations on polynomials.
A2.A-APR.B: Understand the relationship between zeros and factors of polynomials.
A2.A-REI.A.2: Solve rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
A2.F-IF.C: Graph and analyze functions using different representations: numerically, algebraically and graphically.
A2.F-LE.A: Construct and compare linear, quadratic, exponential and logarithmic models and solve problems.
A2F-TF.A: Extend the domain of trigonometric functions using the unit circle.
S-ID.A: Summarize, represent, and interpret data using the mean and standard deviation.

Pre-Calculus

1st Semester

PC.F-PREL.A: Identify, graph, analyze functions and perform function operations.
PC.F-PREL.B: Analyze, graph, and solve problems using polynomial and rational functions.
PC.F-PREL.C: Analyze, graph, and solve problems using exponential and logarithmic functions.
PC.F-SS.B: Reason with functions involving matrices.

2nd Semester

PC.F-TF.A: Analyze, graph, and solve problems using trigonometric functions.
PC.F-TF.B: Use trigonometric identities to solve problems.
PC.F-AG.A: Solve problems using properties of analytic geometry including conic sections.
PC.F-AG.A: Solve problems using properties of analytic geometry.
PC.F-SS.B: Reason with functions involving parameters, vectors, and matrices.

College Math Prep

Solving Equations and Inequalities

A1.A-REI.A/A2.A-REI.A: Understand solving equations as a process of reasoning and explain the reasoning
A1.A-REI.B: Solve equations and inequalities in one variable
A1.A-REI.D/A2.A-REI.D: Represent and solve equations and inequalities graphically
A1.S-ID.C: Interpret linear models
A1.A-CED:A: Create equations that describe numbers or relationships
A1.S-ID.C: Interpret linear models
A2.A-SSE.A: Write expressions and equations in equivalent forms to solve problems

Functions and Inverse Functions

A1.F-IF.A: Understand the concept of a function and use function notation
A1.F-IF.B/A2.F-IF.B: Interpret functions that arise in applications in terms of the context
A1.F-IF.C: Analyze functions using different representations
A2.F-BF.A: Build a function that models a relationship between two quantities

Exponential Rules

A2.N-RN.A: Extend the properties of exponents to rational exponents

Polynomials and Rational Expressions

A2.A-APR.A: Perform arithmetic operations on polynomials
A2.A-APR.B: Understand the relationship between zeros and factors of polynomials

Independent Study of Career Math

1 Semester Course

4 standards will be chosen by students based on job choice to show proficiency

Problem-Solving
- Making sense of problems and persevere in solving them
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Modeling and Data Analysis
- Reason abstractly and quantitatively
- Model with mathematics
- Use appropriate tools strategically
Communicating Reasoning
- Construct viable arguments and critique the reasoning of others
- Attend to precision

21st Century Skills

Meeting deadlines
Communicating needs (asking for help, getting clarification, asking for more time, advocating for self)
Attendance
Contribute to team by sharing knowledge and expertise (helping others)
Collaborate effectively
Ask appropriate questions in seeking clarification
Follow directions

Physical Education

Printable Versions (pdf) | Flow Chart | Priority Standards

Flow Chart

Coming soon!

Priority Standards

Strength & Agility

Students Will

Be a committed member of the team.
- Visibly demonstrate/act with a motivated attitude and effort (body language).
- Be a motivating presence and a good teammate (even if we are not on an actual team together).
Be prepared to perform in a manner that makes yourself and those around you better.
- Be technically sound when performing lifts, and being coachable when not.
- Spotting/motivating partners when the time calls for it.
- Communicate any absences and making them up, knowing that the work you put in directly affects your performance and your team’s performance.
Set a goal to pursue and reflect on your training per cycle (2-4 per semester).
- Set a goal that is appropriate for who they are and what role they play on their team.
- Reflect on their training post cycles, using this as a way to improve following cycles.

Core Values

Attitude
Effort
Discipline

Students will:

- Attitude
  - be willing to grow in every situation (growth)
  - see the good in every circumstance (vision)
  - possess the ability to bounce back from failure (resilient)
- Effort
  - empower others to be their best (selfless)
  - do their best no matter how trivial the task (detailed)
  - never quit, find a way or make one (relentless)
- Discipline
  - persevere for long-term goals (grit)
  - own and be responsible for your actions (ownership)
  - make the right decision even though it is hard (courage)

1st & 2nd Semester

Agility
Power
Strength

Students will:

- Perform the following agility tests:
  - Flying 10 Yard
  - 10 Yard Dash
  - Pro Agility
  - 40 Yard Dash
- Perform the following lifts for power:
  - Hang Clean
  - Vertical/Horizontal Jumps (box up drills)
- Perform the following lifts for strength:
  - Split Squat - single leg strength
  - Bench Press - upper body strength
  - Trap Bar Deadlift - bilateral strength

Science

Printable Versions (pdf) | Flow Chart | Priority Standards

Flow Chart

Priority Standards

Science 9

1st Semester

HS-PS2-1: Forces & Motion
- Collect, graph, & analyze data to show the relationship between mass and acceleration when force is applied. Use F = ma
HS-PS2-3: Forces & Motion
- Design a device that minimizes the force on an object during a collision.
HS-PS3-1: Energy
- Describe how energy cannot be created or destroyed but it can change forms.
HS-PS3-3: Energy
- Model energy being converted from one form to another. (Ex. gravitational potential energy to kinetic energy)
HS-PS2-5: Electricity & Magnetism
- Create simple series and parallel circuits.
- Investigate how an electric current can create a magnetic field and a magnetic field can create an electric current.
HS-PS1-1 Element Project
- Understand how atoms are made of protons, neutrons, and electrons, and how these particles are arranged in the atom.
- Observe the patterns of the periodic table.
HS-ESS1-3: Stars
- Describe how stars create energy through nuclear fusion.
- Communicate how stars produce different elements on the periodic table.

2nd Semester

HS-ESS1-5: Plate Tectonics
- Use plate tectonics to help explain the ages of ocean crust and continental crust rocks.
HS-ESS2-1: Plate Tectonics
- Develop a model to show how Earth’s processes create continental and ocean-floor features such as mountains, valleys, trenches, and ridges.
HS-ESS2-4: Earth Systems
- Use a model to show how changes in Earth’s systems can create changes in climate.
HS-ESS2-6: Model of the Carbon Cycle
- Develop a model to show how carbon cycles between the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS3-1: Natural Resources
- Describe how the availability of natural resources has been impacted by human activity.
- Evaluate solutions for managing natural resources.
HS-ESS3-4: Human Impacts
- Create and evaluate a solution that reduces human impact on natural systems.
HS-PS3-5: Climate Change
- Analyze data to create an evidence-based prediction of future global climate change and its impacts.

Biology

1st Semester

Priorities
- LS1-3 Feedback Mechanisms Maintain Homeostasis
- LS1-2 Cell Structure and Organization
- LS1-6 Biochemistry and Biomolecules
- LS1-7 Biochemistry and Cellular Energy
- LS2-4 Energy Flow in Ecosystems
Students Will
- Plan and conduct an experiment that demonstrates homeostasis of the human cardiovascular system.
- Create a flowchart that describes and explains the levels of organization of a human organ system and how systems interact.
- Develop a model that illustrates and explains how organisms rearrange atoms to build biomolecules.
- Develop a model that illustrates and explains how organisms break down food molecules to generate energy.
- Analyze a food web and create a diagram of an energy pyramid that identifies trophic levels and calculates energy flow in an ecosystem.

2nd Semester

Priorities
- LS2-7 Changing Climates and Ecosystems
- LS2-1 Population Dynamics
- LS3-1 Role of DNA and Chromosomes
- LS1-1 Structure of DNA and Proteins
- LS4-4 Evidence for Natural Selection
Students Will
- Analyze evidence on the impact of climate change on the sea turtle population and design a solution.
- Develop and analyze a graph of human population growth and use the graph to identify factors that limit growth and predict a carrying capacity.
- Develop a model that illustrates and explains the role of chromosomes in the inheritance of traits.
- Analyze and interpret sickle cell anemia to describe how the structure of DNA determines the structure and function of proteins and cells.
- Simulate how the overuse of antibiotics can cause a population of bacteria to adapt and evolve into a drug-resistant colony.

Chemisty

1st Semester

HS-PS1-1: Atoms & The Periodic Table
- Understand how atoms are made of protons, neutrons, and electrons, and how these particles are arranged in the atom.
- Learn about how atoms bond together to form molecules through ionic, covalent, and metallic bonds.
HS-PS1-2: Chemical Reactions
- Explore how substances interact and change to form new substances in chemical reactions.
HS PS1-4: Energy of Chemical Reactions
- Model how the energy released or absorbed in a chemical reaction depends on the total energy stored in the bonds of the substances involved.
HS-PS1-8: Nuclear Chemistry
- Understand the structure of the nucleus, types of nuclear decay, and applications of nuclear chemistry, such as nuclear energy and radioactive dating.

2nd Semester

HS-PS1-5: Reaction Rates
- Explain how changing the temperature or amount of reactants affects how quickly a reaction can happen.
HS-PS1-6: Equilibrium
- Learn about equilibrium in chemical reactions and how it relates to the forward and reverse reactions reaching a balance.
HS-PS1-7: Conservation of Mass
- Balance chemical reactions.
- Describe atoms, moles, and molar mass of components of a chemical reaction.
- Use math to show that mass is unchanged in a chemical reaction.
HS-PS2-6: Molecular Structure
- Communicate why molecular structure is important in the use of everyday materials.
HSPS 3-4: Thermodynamics
- Plan and carry out an investigation to show that when two components with different temperatures are mixed together, the heat spreads out evenly between them.

Physics

1st Semester

HS-PS2-1: Forces & Motion
- Analyze data that supports the claim of Newton’s second law of motion.
- Use F = ma
HS-PS2-2: Forces & Motion
- Use math to support the claim that total momentum of a system is conserved.
- Use p = mv
HS-PS2-3: Forces & Motion
- Design, evaluate, and improve a device that minimizes the force on an object during a collision.
- Use FΔt = mΔv
HS-PS3-1: Energy
- Calculate the change in energy of a system when inputs and outputs are known.
- Use PE = mgh
- Use KE = 1/2 (mv)²
HS PS3-3: Energy
- Design, evaluate, and improve a device that converts one form of energy to another form of energy.

2nd Semester

HS-PS2-4: Gravity & Electricity
- Predict how objects are pulled together by gravity or pushed apart by electric charges.
- Use F_g = − G(m1m2/d²)
- F_e = k(q1q2/d²)
HS-PS2-5: Electricity & Magnetism
- Investigate how an electric current can create a magnetic field and a magnetic field can create an electric current.
HS-PS3-5: Electricity & Magnetism
- Create a model to show how two objects can affect each other with electricity or magnets, to observe how they push or pull on each other.
HS-PS4-1: Waves
- Use math to show the relationship between frequency, wavelength, and speed of waves traveling through different mediums.
- Use v = fλ
HS-PS4-2: Waves
- Evaluate information that displays electromagnetic radiation as a wave model or as a particle model.

Environmental Science

1st Semester

Priorities
- LS2-7 Solutions for reducing human impact on the environment and biodiversity
- SEP 1/3/4 Asking questions and defining problems, planning and carrying out investigations, and analyzing and interpreting data
- SEP 6/7/8 Constructing explanations for science and designing solutions
Students Will
- Research and present information on a specific topic in the history of the environmental science movement.
- Write evidence-based arguments following the Claims/Evidence/Reasoning format that feature a variety of topics covered throughout class.
- Research and design a cartoon that features how a carbon atom moves through hydrosphere, lithosphere, biosphere, and atmosphere in a continuous cycle, and use it to explain how human activities impact the carbon cycle.
- Research and design a poster that explains information on how human impact on a changing climate affects ecosystems such as the coral reef ecosystem.

2nd Semester

Priorities
- LS2-7 Solutions for reducing human impact on the environment and biodiversity
- SEP 1/3/4 Asking questions and defining problems, planning and carrying out investigations, and analyzing and interpreting data
- SEP 6/7/8 Constructing explanations for science and designing solutions
Students Will
- Write evidence-based arguments following the Claims/Evidence/Reasoning format that feature a variety of topics covered throughout class.
- Research and evaluate information to design a poster that presents how human waste can accumulate into the Great Pacific Garbage Patches, and how human innovation is working to stop the waste at the source and clean up the garbage patches.
- Analyze and evaluate how climate change is affecting agricultural growing zones and design a GMO crop that can withstand the changes.
- Research and present information on how urbanization impacts ecosystems and temperature, and design a plan for attaining Tree Campus Certification that addresses urban needs.

Genetics

1st Semester

Priorities
- SEP 2 Developing and Using Models
- SEP 1/3/4 Asking questions and defining problems, planning and carrying out investigations, and analyzing and interpreting data
- SEP 6/7/8 Constructing explanations for science and designing solutions
Students Will
- Develop models and construct explanations for the structure and function of DNA, proteins, and stem cells in the human body.
- Ask questions, carry out investigations, and analyze data about the relationship between DNA, chromosomes, and inherited traits.
- Research and present information on a human illness caused by a genetic disorder.

2nd Semester

This is a one-semester course so the priorities will be the same as in semester one.

Social Studies

Printable Versions (pdf) | Flow Chart | Priority Standards

Flow Chart

Priority Standards

World History

1st Semester

SS-WH.9-12.23 - Primary Sources
- use primary resources to teach Mr. Winter about them
SS-WH.9-12.14 - Systems of Government
- Differentiate between different types of governments and their pros and cons
- Design their own kingdom based off different government types.
SS-WH.9-12.18 - Conflict
- solve a case on 9/11
- cover a conflict from history through the eyes of a reporter
SS-WH.9-12.19 - Human Migrations
- analyze a certain migration pattern from history

2nd Semester

SS-WH.9-12.21 - Advancements
- determine what the greatest invention of all-time is
SS-WH.9-12.23 - Primary Sources
- Create an alternate timeline of history
- Most important person in history tournament
SS-WH.9-12.25 - Cause and effect
- analyze an important event and what led to it
SS-WH.9-12.22 - Historical Developments
- Choose your own adventure (students get to learn about a historical topic of their choice)
- Choose your own adventure

Psychology

1st Semester

SS-Psy.9-12.18 - Research
- Create a personality or intelligence test
SS-Psy.9-12.20 - Collect Data
- Create and execute an experiment
- Sleep Project
- Sleep and sleep disorders exam
SS-Psy.9-12.16 - Approaches to Psych
- Approaches unit and Scavenger Hunt
- Stupid Human Tricks
SS-Psy.9-12.23 - Issues and Problems
- Exposure Therapy
- Psychological Disorders
- Media and Psychological Disorders
SS-Psy.9-12.13 - Sociocultural
- Learning Unit

Sociology

1st Semester

SS-Soc.9-12.13 - Culture
- Culture project of Alburnett
SS-Soc.9-12.16 - Societal Conflict
- Deviance conversations and activities
- Deviance Project
SS-Soc.9-12.23 - Societal Problems
- Crash Course #1 (students receive a variety of project options that they may choose from)
- Crash Course #2
SS-Psy.9-12.13
- You (project on how we became the people we are)
SS-Soc.9-12.14 - Groups
- Beyond Belief, “why do people believe things there is little proof for?”
- Analyze why people would join a cult
SS-Soc.9-12.17 - Perspectives
- Analyze a movie through the lens of sociology

Economics

1st Semester

SS-Econ.9-12.14 - Economic Decisions
- Create a cost-benefit analysis of an important decision
SS-Econ.9-12.15 - Economic Systems
- Differentiate between different types of economic systems used throughout the world and history
SS-Econ.9-12.17 - Supply and Demand
- Shift Demand curves
- Shift Supply curves
- Determine numerous factors in how goods are impacted by demand, supply, and price
SS-FL.9-12.14 - Entrepreneurs
- Participate in the Alburnett Shark Tank
SS-FL.9-12.15 - Taxes
- Compare and contrast different tax systems
SS-FL.9-12.17 - Long term planning
- Participate in a semester long retirement planning simulation

Spanish

Printable Versions (pdf) | Flow Chart | Priority Standards

Flow Chart

Priority Standards

Spanish 1

1st Semester

Topics
- Introductions, Descriptions, Classes, Likes
Interpersonal Speaking/Writing
- Communicate on basic familiar topics using single words and phrases that I have practiced and memorized.
  - I can greet my peers.
  - I can introduce myself to someone.
  - I can answer memorized basic questions.
  - I can communicate basic information about myself.
  - I can ask basic yes/no questions.
  - I can answer memorized basic questions.
  - I can use basic idioms from Spanish in a conversation.
Interpretive Listening
- Recognize simple memorized words and phrases when I hear them spoken.
  - I can identify individual words and phrases I have memorized when accompanied by gestures or pictures.
  - I can connect individual words and phrases I have memorized to their meanings.
  - I can identify individual words and phrases I have memorized for specific situations.
  - I can recognize some cultural facts of Spanish language countries.
Interpretive Reading
- Identify simple memorized words and phrases when I read.
  - I can identify individual words and phrases I have memorized when accompanied by gestures or pictures.
  - I can connect individual words and phrases I have memorized to their meanings.
Presentational Speaking
- Present (spoken) information about myself and other basic topics using single words or memorized phrases.
  - I can recite words and phrases that I have learned.
  - I can introduce myself to groups.
  - I can present simple information about myself.
Presentational Writing
- Present (written) information about myself and other basic topics using single words or memorized phrases.
  - I can state preferences.
  - I can present simple information about myself.
  - I can discuss some cultural facts of Spanish language countries.

2nd Semester

Topics
- Class Items, Foods, Families
Interpersonal Speaking/Writing
- Communicate on basic familiar topics using single words and phrases that I have practiced and memorized.
  - I can answer memorized basic questions.
  - I can discuss some cultural facts of Spanish language countries.
  - I can communicate basic information about myself.
Interpretive Listening
- Recognize simple memorized words and phrases when I hear them spoken.
  - I can identify individual words and phrases I have memorized for specific situations.
  - I can recognize some cultural facts of Spanish language countries.
Interpretive Reading
- Identify simple memorized words and phrases when I read.
  - I can identify individual words and phrases I have memorized for specific situations.
  - I can connect individual words and phrases I have memorized to their meanings.
  - I can recognize some cultural facts of Spanish language countries.
  - I can identify individual words and phrases I have memorized when accompanied by gestures or pictures.
Presentational Speaking
- Present (spoken) information about myself and other basic topics using single words or memorized phrases.
  - I can state the names of people, places, and objects in pictures using words or memorized phrases.
  - I can discuss some cultural facts of Spanish language countries.
  - I can present simple information about myself.
Presentational Writing
- Present (written) information about myself and other basic topics using single words or memorized phrases.
  - I can write words or phrases that I have learned.
  - I can state preferences.
  - I can discuss some cultural facts of Spanish language countries.

Spanish 2

1st Semester

Topics
- House, Chores, Sports, Health
Interpersonal Speaking/Writing
- Communicate on familiar topics using a variety of words and phrases that I have practiced and memorized.
  - I can make simple statements in a conversation.
  - I can communicate basic information about myself and people I know.
  - I can answer a variety of simple questions.
  - I can communicate some basic information about my everyday life.
  - I can communicate some basic information about my everyday life.
  - I can discuss some cultural facts of Spanish language countries.
Interpretive Listening
- Recognize familiar words and phrases when I hear them spoken.
  - I can identify words and phrases when I associate them with things I already know.
  - I can identify information in words and phrases I have memorized.
  - I can compare Spanish cultural practices to my own. (shopping, school, etc.)
Interpretive Reading
- Identify learned and memorized words and phrases when I read.
  - I can identify information in words and phrases I have memorized.
  - I can identify words and phrases I have memorized for specific purposes.
  - I can identify words and phrases with the help of visuals.
  - I can identify words and phrases when I associate them with things I already know.
Presentational Speaking
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can make simple statements in a conversation.
  - I can communicate basic information about myself and people I know.
  - I can talk about my daily activities using familiar words, phrases, and memorized expressions.
  - I can express my likes and dislikes using familiar words, phrases, and memorized expressions.
Presentational Writing
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can compare Spanish cultural practices to my own.
  - I can present simple information about something I learned using familiar words, phrases, and memorized expressions.
  - I can talk about my daily activities using familiar words, phrases, and memorized expressions.
  - I can compare Spanish cultural practices to my own. (shopping, school, etc.)

2nd Semester

Topics
- Routines, Technology, Vacation, Video Series
Interpersonal Speaking/Writing
- Communicate on familiar topics using a variety of words and phrases that I have practiced and memorized.
  - I can communicate basic information about myself and people I know.
  - I can communicate some basic information about my everyday life.
  - I can answer a variety of simple questions.
  - I can make simple statements in a conversation.
Interpretive Listening
- Recognize familiar words and phrases when I hear them spoken.
  - I can identify words and phrases with the help of visuals.
Interpretive Reading
- Identify learned and memorized words and phrases when I read.
  - I can identify words and phrases with the help of visuals.
  - I can identify words and phrases when I associate them with things I already know.
  - I can compare Spanish cultural practices to my own. (shopping, school, etc.)
  - I can identify words and phrases I have memorized for specific purposes.
Presentational Speaking
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can present information about familiar items in my immediate environment.
  - I can talk about my daily activities using familiar words, phrases, and memorized expressions.
Presentational Writing
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can write about myself using familiar words, phrases, and memorized expressions.
  - I can present information about familiar items in my immediate environment.
  - I can present information about myself and others using familiar words and phrases.
  - I can present simple information about something I learned using familiar words, phrases, and memorized expressions.
  - I can write basic information about things I have learned.
  - I can express my likes and dislikes using familiar words, phrases, and memorized expressions.

Spanish 3

1st Semester

Topics
- A Night Out, Ancient and Modern, Stories and Legends
Interpersonal Speaking/Writing
- Ask and answer simple questions in short social interactions in everyday situations.
  - I can make plans with others.
  - I can interact with others in everyday situations.
  - I can use and understand idioms from Spanish in a conversation.
- Communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language.
  - I can ask for and give simple directions.
  - I can interact with others in everyday situations.
  - I can exchange information using texts or pictures.
  - I can make comparisons between Spanish and English.
Interpretive Listening
- Identify information and main topics f what is being said.
  - I can interpret short simple messages on familiar topics.
  - I can interpret simple questions or statements on familiar topics.
Interpretive Reading
- Identify the main idea of what I have read.
  - I can interpret short simple descriptions with the help of pictures.
  - I can interpret simple questions or statements on familiar topics.
  - I can interpret the main topic of conversations that I overhear.
Presentational Speaking
- Present basic information on familiar topics using language I have practiced using phrases and simple sentences.
  - I can present about a familiar experience or event using phrases and simple sentences.
Presentational Writing
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can present information about others using phrases and simple sentences.
  - I can write about a familiar experience or event using practiced material.
  - I can write basic information about things I have learned.

2nd Semester

Topics
- Cooking, Holidays, Telenovelas
Interpersonal Speaking/Writing
- Communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language.
  - I can exchange information using texts or pictures.
  - I can ask for and give simple directions.
  - I can make comparisons between Spanish and English.
  - I can interact with others in everyday situations.
- Ask and answer simple questions in short social interactions in everyday situations
  - I can exchange some personal information.
  - I can compare Spanish cultural practices to my own.
  - I can discuss some cultural facts of Spanish language countries.
Interpretive Listening
- Identify information and main topics of what is being said.
- I can interpret simple information when presented with pictures.
- I can interpret the main topic of conversations that I overhear.
Interpretive Reading
- Identify the main idea of what I have read.
  - I can interpret short simple descriptions with the help of pictures.
  - I can interpret the main idea of published materials.
- Identify familiar words, phrases, and sentences within short and simple texts related to everyday life.
  - I can interpret the main idea of published materials.
Presentational Speaking
- Present basic information on familiar topics using language I have practiced using phrases and simple sentences.
  - I can give basic instructions on how to make or do something using phrases and simple sentences.
Presentational Writing
- Write short messages and notes on familiar topics related to everyday life.
  - I can present basic information about things I have learned using phrases and simple sentences.
  - I can write basic information about things I have learned.
  - I can compare Spanish cultural practices to my own. (shopping, school, etc.)
- Present basic information on familiar topics using language I have practiced using phrases and simple sentences.
  - I can present information about others using phrases and simple sentences.

Spanish 4

1st Semester

Topics
- Dreams, Pets, Idiosyncrasies
Interpersonal Speaking/Writing
- Participate in conversations on a number of familiar topics using simple sentences.
  - I can ask and answer questions on factual information that is familiar to me.
  - I can exchange basic information about subjects of personal interest to me.
- Ask and answer simple questions in short social interactions in everyday situations.
  - I can ask and answer questions on factual information that is familiar to me.
  - I can exchange basic information about subjects of personal interest to me.
- Communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language.
  - I can exchange basic information about subjects of personal interest to me.
  - I can compare Spanish cultural practices to my own.
Interpretive Listening
- Identify the main idea in short, simple messages and presentations on familiar topics.
  - I can interpret the basic purpose of a message.
Interpretive Reading
- Identify the main idea of short and simple texts when the topic is familiar.
  - I can interpret the basic purpose of a message.
  - I can interpret messages in which the writer tells or asks me about topics of personal interest.
- Identify the main idea of what I have read.
  - I can interpret messages in which the writer tells or asks me about topics of personal interest.
Presentational Speaking
- Present information on familiar topics using simple sentences.
  - I can talk about people, activities, events, and experiences.
Presentational Writing
- Write briefly about familiar topics and present information using simple sentences.
  - I can write about topics of interest.
  - I can write about people, activities, events, and experiences.
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can write about people, activities, events, and experiences.
  - I can compare Spanish cultural practices to my own. (shopping, school, etc.)

2nd Semester

Topics
- Expectations, Defining Moments, Telenovelas
Interpersonal Speaking/Writing
- Ask and answer simple questions in short social interactions in everyday situations.
  - I can ask and answer questions on factual information that is familiar to me.
  - I can exchange basic information about subjects of personal interest to me.
- Articulate ideas and responses using oral, written, and nonverbal communication skills in a variety of forms and contexts.
  - I can exchange basic information about subjects of personal interest to me.
- Participate in conversations on a number of familiar topics using simple sentences.
  - I can exchange basic information about subjects of personal interest to me.
Interpretive Listening
- Identify the main idea in short, simple messages and presentations on familiar topics.
  - I can interpret the basic purpose of a message.
- Identify the main idea of simple conversations that I overhear.
  - I can identify information on familiar topics from media.
  - I can interpret questions and simple statements on everyday topics when I am part of the conversation.
Interpretive Reading
- Identify the main idea of what I have read.
  - I can interpret messages in which the writer tells or asks me about topics of personal interest.
Presentational Speaking
- Present information on familiar topics using simple sentences.
  - I can present songs, short skits, and stories.
  - I can prepare materials for a presentation.
Presentational Writing
- Present information about myself and other familiar topics using a variety of words, phrases, or memorized expressions.
  - I can write about people, activities, events, and experiences.
  - I can prepare materials for a presentation.
- Write briefly about familiar topics and present information using simple sentences.
  - I can express my preferences on topics of interest.

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