Upper School Curriculum

Language

We learn language to learn the human experience. The Rivers Language Department challenges students to expand their worldview by exploring and learning different languages. As global citizens, students learn to speak, write, and read other languages, deepening their understanding of diverse cultural perspectives and increasing awareness of their own. Language students solve problems, think critically, collaborate, participate, discover, and create. Students move from structured, guided environments at the beginning levels, to environments that are more open-ended and student-led at the upper levels where the expectations to demonstrate independence, initiative, and leadership in learning are the norm. Students encounter authentic experiences and primary resources in each class and at each level. In modern languages, students are immersed in the language from the beginning levels and proficiency in listening, speaking, writing, and reading sets the foundation for all classwork. In Latin, students learn to weave the grammar, language, and literature of the Roman people with culture, religion, history, and art. Through this practice, students come to understand and appreciate Rome’s influence on Western civilization.

  • French II

    This course continues to expand upon the skills introduced in French I with a continued focus on speaking, reading, and writing exclusively in French. Introduction to cultural perspectives of the French-speaking world via video materials and readings on current events supplement and broaden students’ knowledge of French language, customs, and cultures.

  • Honors French II

    This course covers second-year material at a faster pace and in more depth and sophisticated detail than the regular level section. Students need to show a strong capacity for language acquisition and be comfortable speaking, listening, reading, and writing exclusively in French. In addition to a focus on building rich vocabulary and grammar skills, students will develop their reading and writing skills. They will also work towards speaking with confidence in both conversational and presentational situations. Students in this section are expected to move forward on the honors track in subsequent years, with a final goal of mastering the AP curriculum.

  • French III

    This course further develops skills introduced in French I and II. Advanced grammatical forms are studied with an emphasis on correctness of both oral and written expression. Vocabulary is organized around thematic units, and forms the basis of class discussion, written assignments, and presentations, as students are encouraged to relate thematic units to their own lives. Classes are conducted in French.

  • Honors French III

    This course covers third-year material at a faster pace and in more depth and sophisticated detail than the regular level section. Students need to show a strong capacity for language acquisition and be comfortable speaking, listening, reading, and writing exclusively in French. In addition to a focus on building rich vocabulary and grammar skills, students will further develop their reading skills through articles and short works of fiction. Writing assignments will include essays and creative pieces, and students will hone both conversational and presentational speaking, in order to express themselves with greater precision. Students in this section are expected to move forward on the honors track in subsequent years, with a final goal of mastering the AP curriculum.

  • French IV or V: French Cinema and Conversation

    This course is for students who have demonstrated competency skills in reading, writing, listening, and speaking in French. The ultimate goal of this course is to equip students with language skills, cultural tools, and the development of an empathic attitude to effectively engage with people from different cultural backgrounds. Films are used as a springboard to discuss historical events and social issues. Students learn to understand films in the context of their time, and to comprehend how they connect to current events. Short and full-length films are chosen to sharpen students’ understanding of the language nuances, and cultures of the Francophone world. Students will draw from the performing arts to make films come to life.  From learning acting techniques to increase language proficiency; to being immersed in the entire life cycle of a film. Students will create storyboards, develop characters, write scenes, and ultimately produce their own short film, all in the target language.

  • Honors French IV

    This course builds upon the work students have completed through French III and initiates a two-year sequence of preparation for the AP French Language and Culture exam. After an intensive review of all major aspects of grammar, students read works by a variety of authors from around the French-speaking world. Readings mirror those covered in the French IV section, but more extensive discussion and analysis are expected in this course, as is a greater sophistication of expression via creative vocabulary and precise syntax. A high degree of comfort with the language is expected, since all activities and exercises are conducted in French. Students enrolled in this course commit to a rigorous course of study and are expected to move forward on the honors track to AP French Language and Culture V.

  • AP French Language and Culture V

    This course is the culmination of the students’ work on the honors track. Students continue to prepare for the AP French Language and Culture exam. Students commit to a rigorous course of study paced at the collegiate level. A high degree of sophisticated analysis is expected. Activities and exercises are conducted entirely in French. Students are required to take the AP French Language and Culture exam in May.

  • Latin I

    Using Wheelock’s Latin textbook, students learn the five noun declensions, six verb tenses, active and passive voice, and uses of the present infinitive and imperative moods. In addition to grammar and syntax, the course introduces the mythology of the Roman gods, creation myths, and the role of heroes. The daily life of Romans as it relates to childhood, education, marriage, slavery, and games is also studied.

  • Latin II

    This course continues the student’s grammatical and syntactical introduction to the Latin language. Continuing with Wheelock’s Latin, students are provided with a gradual transition toward more complex Latin syntax. In this course, through readings and project-based reports, students study the history of the Roman Republic. Cultural topics include daily life in ancient Rome, as well as a deeper look at Roman mythology. 

  • Honors Latin II

    In this accelerated course, students are taught via the traditional grammar translation method and complete all of the major grammatical and syntactical constructions found in Latin. During the second semester, students begin reading original Latin authors to continue on the honors track and better prepare for the AP Latin curriculum. The text for this course is Wheelock’s Latin. Students also study the history of the late Roman Republic.

  • Latin III

    After completion of most major grammatical constructions, students concentrate on improving their reading skills. Through a variety of texts, students gain the ability to transition into reading original Latin authors from different literary genres. Students also design and complete projects based on the readings.

  • Honors Latin III

    In this course, students will begin to transition from textbook Latin to authentic texts. Reading the poetry of Catullus and the Metamorphoses of Ovid, students will become familiar with the poetic style of Latin authors. Students will learn about the Late Republic of Rome and the rise of the Roman Empire. Emphasis will be given to reviewing grammatical constructions and building on the foundation laid in prior classes. Poetic devices, rhetorical devices, and meter scansion will be covered in this class as well.

  • Latin IV

    Students continue to refine their ability to read Latin texts through extensive reading of adapted and original sources. Students also engage in the process of analyzing the politics of the Roman Republic and early empire and themes in Roman literature, and by extension, modern themes in literature. In particular, the archetypal “hero’s journey” is explored by students through exploratory projects.

  • Honors Latin IV

    Students read selections from Vergil’s epic poem The Aeneid and letters written by Pliny the Younger. Students analyze Latin in its literary, cultural, and historical context. The following themes are stressed: War and Empire, Leadership, Views on Non-Romans, History and Memory, Human Beings and the Gods. Students considering this course should show a strong capacity for language acquisition and commit to a demanding course of study at a fast pace.

  • Advanced Ancient Greek

    Ancient Greek introduces students to the language and culture of Classical Greece (ca. 500-300 BCE). Students use their knowledge of Latin grammar to provide a foundation for learning Ancient Greek. Due to the similar grammatical system to Latin, this course is able to move much more quickly than an introductory course. Students read excerpts from the textbook Athenaze, learn the culture of Classical Greece, look at material culture from the ancient world, and learn about other cultures with which the Greeks interacted. Students considering this course should show a strong capacity for language acquisition and should commit to a demanding, fast-paced course of study. 

  • AP Latin V

    Students read selections from Vergil’s epic poem The Aeneid and letters written by Pliny the Younger. Students analyze Latin in its literary, cultural, and historical context. The following themes are stressed: War and Empire, Leadership, Views on Non-Romans, History, and Memory, Human Beings and the Gods. Students considering this course should show a strong capacity for language acquisition and commit to a demanding course of study at a fast pace. Students are required to complete the AP Latin exam in May.

  • Mandarin I

    This course provides students with the basic tools for speaking, reading, writing, and understanding Mandarin Chinese (also known as Modern Standard Chinese or putonghua). The language is approached from several angles. First, students familiarize themselves with Pinyin Romanization, a system of phonetic transcription. Character recognition, writing, and typing are then gradually introduced as students become increasingly familiar with Chinese pronunciation and intonation. Lastly, these two approaches are combined with thematic vocabulary and key grammatical building blocks to promote communication and self-expression across a variety of language scenarios. The course places a major emphasis on constant interaction between students in the form of conversations, discussions, games, and contests.

  • Mandarin II

    The primary objective of this course is to build upon the conceptual foundations established in the introductory course. Previously studied content is reviewed and applied to new contexts and language situations; the grammar, vocabulary, characters, and pronunciation skills acquired in the first-year course are developed and broadened through the introduction of new topics, themes, and materials drawn from a variety of sources. Special emphasis is placed on pronunciation, recognizing and typing characters without the crutch of Pinyin, and the use of more grammatically sophisticated sentences in both speech and writing. A major theme of the year is the analysis of an increasing number of unfamiliar (drawn from outside the textbook) readings, audio recordings, and film excerpts to better prepare students for unscripted communication with native speakers.

  • Mandarin III

    This course is an opportunity for students to apply the foundational skills acquired in the first and second levels in meaningful linguistic contexts, with a heavy emphasis placed on reading, viewing, researching, and listening to materials intended for native speakers of the language. Such “contexts” may include an online chat or phone conversation with a native speaker in Beijing or Taiwan, a debate concerning a philosophical or moral issue of interest to students, in-depth multimedia presentations, or a comprehensive research project. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Materials used in class may range from news broadcasts and podcasts to magazine articles, advertisements, short stories, and excerpts from famous literary works. Using dialogues and essays excerpted from the text as a starting point, students are frequently asked to think creatively and push themselves beyond their comfort zone in the language.

  • Honors Mandarin III

    This course is an opportunity for students to apply the foundational skills acquired in the first and second levels in meaningful linguistic contexts, with a heavy emphasis placed on reading, viewing, researching, and listening to materials intended for native speakers of the language. Such “contexts” may include an online chat or phone conversation with a native speaker in Beijing or Taiwan, a debate concerning a philosophical or moral issue of interest to students, in-depth multimedia presentations, or a comprehensive research project. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Materials used in class may range from news broadcasts and podcasts to magazine articles, advertisements, short stories, and excerpts from famous literary works. Using dialogues and essays excerpted from the text as a starting point, students are frequently asked to think creatively and push themselves beyond their comfort zone in the language.

  • Mandarin IV

    This course is conducted almost exclusively in the target language; students are expected and encouraged to express themselves without relying on English. The course relies heavily on authentic materials to supplement textbook content. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Assignments require a greater degree of creativity, initiative, and organization and are considerably more complex than those of a standard fourth-year class. Finally, greater emphasis is placed on student-to-student and group interaction in the classroom and through varied mediums of communication.

  • Honors Mandarin IV

    This course is conducted almost exclusively in the target language; students are expected and encouraged to express themselves without relying on English. The course relies heavily on authentic materials to supplement textbook content. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Assignments require a greater degree of creativity, initiative, and organization and are considerably more complex than those of a standard fourth-year class. Finally, greater emphasis is placed on student-to-student and group interaction in the classroom and through varied mediums of communication.

  • Mandarin V

    This course is conducted almost exclusively in the target language; students are expected and encouraged to express themselves without relying on English. The course relies heavily on authentic materials to supplement textbook content. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Assignments require a greater degree of creativity, initiative, and organization and are considerably more complex than those of a standard fourth-year class. Finally, greater emphasis is placed on student-to-student and group interaction in the classroom and through varied mediums of communication.

  • Honors Mandarin V

    This course is conducted almost exclusively in the target language; students are expected and encouraged to express themselves without relying on English. The course relies heavily on authentic materials to supplement textbook content. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Assignments require a greater degree of creativity, initiative, and organization and are considerably more complex than those of a standard fourth-year class. Finally, greater emphasis is placed on student-to-student and group interaction in the classroom and through varied mediums of communication.

  • Spanish I

    This introduction to Spanish uses proficiency-oriented materials. Emphasis is on communicative competence with the goal of developing a strong foundation in the skills necessary to understand, speak, write, and read in Spanish. A strong grammatical foundation is balanced with varied and frequent opportunities to hone communicative proficiencies. A wide range of evaluations is used to measure student performance. Classes are conducted primarily in Spanish.

  • Spanish II

    This course continues to expand upon the skills introduced in Spanish I. Students are encouraged to think more idiomatically and to express themselves in Spanish with more creativity and precision. Vocabulary study is more extensive, as are reading and writing assignments. Oral and written projects are required. Classes are conducted in Spanish.

  • Honors Spanish II

    This section covers second-year material at a faster pace and in more sophisticated detail than in the non-honors sections. Students need to show a strong capacity for language acquisition in order to be comfortable speaking, reading, and writing exclusively in Spanish. Students in this section are expected to move forward on the honors track in subsequent years with a final goal of mastering the AP curriculum.

  • Spanish III

    This course further develops skills introduced in Spanish I and II. Advanced grammatical forms are studied with an emphasis on correctness of both oral and written expression. Readings are chosen from the works of Hispanic authors. Vocabulary, organized around thematic units, forms the basis of class discussion, presentations, and debate, as students are encouraged to relate thematic units to their own lives. Course requirements include oral projects and papers written in Spanish. Classes are conducted in Spanish.

  • Honors Spanish III

    This section covers third-year material at a faster pace and in more sophisticated detail than the non-honors sections. Students need to show a strong capacity for language acquisition and a commitment to working at a fast pace. Emphasis on advanced grammar and vocabulary development aids the student in communicating in both written and oral form with creativity and precision. Students in this section are expected to move forward on the honors track in subsequent years with the final goal of mastering the AP curriculum.

  • Spanish IV

    This course is designed for serious students of Spanish. A review of all major aspects of grammar, readings from works by a variety of authors from around the Spanish-speaking world, and vocabulary presented in thematic units are springboards for increasing communicative proficiencies. Readings and discussions of current events supplement and broaden the student’s language experience. Oral projects and individual research refine vocabulary and grammar usage and expose students to cultures surrounding the language. All classroom activities are conducted in Spanish.

  • Honors Spanish IV

    This course continues the work students have done in Honors Spanish III. An intensive review of all major aspects of grammar aids students in speaking and writing with precision. Great attention is paid to the development of a broad and rich vocabulary and the application of this vocabulary to communicative and writing exercises in a variety of contexts. Students read a variety of authentic source materials in Spanish. A high degree of comfort with the language is expected, as is the capacity to process and produce language with speed and accuracy. Students are expected to use Spanish exclusively in class and to look for ways to extend the use of Spanish beyond class. Students in this section are expected to move forward on the honors track to AP Spanish V.

  • Interdisciplinary Spanish V

    In this interdisciplinary Spanish course, students examine the reasons why cultures and individuals create narratives and art that serve as an escape from reality. Through the lens of fantasy, students learn how societies develop different types of government and how they affect political regimes, countries, and people. Students also learn the theory and structure of fairy tales and use them to write tales of their own, leading them to question their purpose and find similarities and differences between different versions of the same stories. Students think critically about the time periods in which they were written, assessing how a story changes when told from different points of view. This course aims to refine grammatical points and vocabulary to achieve creative and precise expression, while drawing from history, political science, economics, literature, and art. All activities are conducted entirely in Spanish.

  • AP Spanish Language V

    This course concludes the student’s work on the honors track. Students continue to hone skills and to prepare for the AP Spanish Language exam. Students taking this class need to commit to a rigorous course of study paced at the collegiate level. Students are required to take the AP Spanish Language and Culture exam in May.

  • Honors Mandarin II

    The primary objective of this course is to build upon the conceptual foundations established in the introductory course. Previously studied content is reviewed and applied to new contexts and language situations; the grammar, vocabulary, characters, and pronunciation skills acquired in the first-year course are developed and broadened through the introduction of new topics, themes, and materials drawn from a variety of sources. Special emphasis is placed on pronunciation, recognizing and typing characters without the crutch of Pinyin, and the use of more grammatically sophisticated sentences in both speech and writing. A major theme of the year is the analysis of an increasing number of unfamiliar (drawn from outside the textbook) readings, audio recordings, and film excerpts to better prepare students for unscripted communication with native speakers. Honors Mandarin II follows the same pace as Mandarin II but demands a deeper level of knowledge, reflected in more rigorous homework and assessments. Students engage in advanced language practice to strengthen their comprehension, communication, and analytical skills.

Upper School Faculty

  • Photo of Elisa Goldsmith
    Elisa Goldsmith
    Language Department Chair, French, French Program Abroad Coordinator, JAF Affinity Advisor
    339-686-2436
    Brandeis University - PhD
    Brandeis University - MA
    Bates College - BA
    2009
    Bio
  • Photo of Zaidimary Barreto
    Zaidimary Barreto
    Spanish, The Current Advisor, Latinx/Hispanic Affinity Co-Advisor
    339-686-2438
    University of Massachusetts Amherst - MA
    University of Massachusetts Amherst - BA
    2022
    Bio
  • Photo of Patricia Barrios
    Patricia Barrios
    Upper School Spanish, Latinx/Hispanic Affinity Co-Advisor, Assistant Coach JV Volleyball
    339-686-2387
    Universidad Militar "Nueva Granada" - Medicine - General Physician
    Regis College - Doctorate
    2021
  • Photo of Daniel Berenson
    Daniel Berenson
    Latin Teacher, Yearbook Advisor
    339-686-2432
    UMass Amherst - MAT
    UMass Amherst - BA
    2020
    Bio
  • Photo of Mary Brown
    Mary Brown
    Spanish
    339-686-2464
    Regis College - BA
    Middlebury College - MA
    UMass/Boston - MA
    2014
    Bio
  • Photo of Scott Butchart
    Scott Butchart
    French, Spanish
    339-686-2435
    Colby College - BA
    Middlebury College - MA
    2018
    Bio
  • Photo of Lourdes Fernández
    Lourdes Fernández
    Upper School Spanish, MS Girls Basketball Coach
    339-686-4502
    2024
    Bio
  • Photo of Michael Girard
    Michael Girard
    Latin
    339-686-4495
    Fordham University - MA
    University of Vermont - BA
    2002
    Bio
  • Photo of Jill McCulley
    Jill McCulley
    Spanish
    339-686-4512
    Middlebury College - MA
    University of New Hampshire - BA
    2012
    Bio
  • Photo of Travis Modic
    Travis Modic
    Spanish, Boys Varsity Lacrosse Assistant Coach
    339-686-2384
    James Madison University - MA
    Hamilton College - BA
    2022
    Bio
  • Photo of Feryal Sacristán Muñoz
    Feryal Sacristán Muñoz
    Spanish, IDS
    339-686-4491
    College of the Holy Cross - BA
    2008
    Bio
  • Photo of Ryan Urato
    Ryan Urato
    Upper School Spanish
    339-686-2439
    Brown University - B.A.
    2024
    Bio
  • Photo of Andrea Villagrán
    Andrea Villagrán
    French, Spanish, Director of Global Engagement, US Professional Growth Coordinator
    339-686-4503
    Wellesley College - BA
    Middlebury College - MA
    2015
    Bio
  • Photo of Chloe Yang
    Chloe Yang
    Mandarin, China Trip Director
    339-686-2437
    Heilongjiang University - M.A.
    Heilongjiang University - B.A.
    2017
    Bio
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