Spanish 4 Honors (La Clase Anaranjada)
Teacher: Jennifer Desautels Classroom: 333
Contact Information: email@example.com
Course Content: Spanish 4H is designed for the independent motivated learner considering Advanced Placement Spanish next year. Spanish 4H is broken down into 3 units of study: las Identidades, la Inmigración, and Los Derechos Humanos en Argentina y Chile. Each unit is examined in depth through reading, research, conversations, presentations, films and writing.
Course Goals: Spanish 4 Honors students will spend the year with a focus on proficiency. Proficiency is the degree to which you can communicate in Spanish should you suddenly find yourself in a situation that requires you to speak or understand Spanish without having prepared. On our path to achieve our target proficiency goal, we will include many authentic resources (videos, articles, websites) that have been created for native Spanish speakers, not for a classroom. Students will improve their proficiency within the three modes of communication: Interpretive, Interpersonal, and Presentational. As a Spanish 4 Honors student, your year-end target is the Intermediate High (B range) to Advanced Low (A range) targets highlighted and described below from the American Council on the Teaching of Foreign Languages.
ACTFL Performance Guidelines / Can-do Benchmarks for Advanced Low:
Interpersonal Communication - I can participate in conversations about familiar topics that go beyond my everyday life. I can talk in an organized way and with some detail about events and experiences in various time frames. I can describe people, places, and things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication.
Presentational Speaking - I can deliver organized presentations appropriate to my audience on a variety of topics. I can present information about events and experiences in various time frames.
Presentational Writing - I can write on general interest, academic, and professional topics. I can write organized paragraphs about events and experiences in various time frames.
Interpretive Listening - I can understand the main idea and most supporting details on a variety of topics of personal and general interest, as well as some topics of professional interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in most genres, even when not familiar with the topic.
Interpretive Reading - I can understand the main idea and most supporting details in texts on a variety of topics of personal and general interest, as well as some professional topics. I can follow stories and descriptions of considerable length and in various time frames. I can understand texts written in a variety of genres, even when I am unfamiliar with the topic.
MATERIALS: Bring the current unit workbook, a small three-ring binder or a section of one, pen or pencil, your computer and headphones each day. You will keep track of your completed assessments and the feedback you get this year. Please keep your materials organized.
COURSE EXPECTATIONS: Be an active, engaged and contributing member of the class. Speak in Spanish and require others to do the same! Ask questions in class!! Ask me to help! Be sure to dedicate time each day outside of class to absorb what we did during class in addition to completing homework when it is assigned.
SPANISH EXTRA HELP (Days 1, 2, 3, 4, 5, 7 Block 1, Room 155): If you need any kind of help in Spanish go to room 155 to see the Support Center teacher(s). (Language Lab room) One or two teachers are there every morning at 7:30 waiting to help you. The extra help lab is open this year every day of the cycle during block one! Use the lab for homework assistance, preparing & practicing for assessments. Stay for 5 minutes, or the whole block!
OFFICE HOURS: By appointment. Please speak to Sra. Desautels to make an appointment.
- Arrival– Please arrive to class on time, especially after lunch or on an "8:30 day". Three tardies equal one class cut.
- Electronic Devices– Cell phones are out of site or "parked" in the classroom parking lot. Computers lids are up only with teacher permission.
- Hablar en español–Your term grade average will be lowered if you don’t speak in Spanish.
- Active Engagement– It is necessary to participate in all activities and conversations actively. Asking questions, building off what someone else says, and showing that you are listening are examples.
- Citizenship– Always be kind and respectful to your classmates and teacher, help others when you are able.
- Leaving Classroom– It is important that you communicate to me that you are leaving the classroom and where you will be. At times, I may ask you to finish an activity before leaving.
- Tareas–Homework is not accepted late because we use it in class the day it is due. Your term grade average will be lowered if you miss homework assignments.
- Pruebas-May have listening, speaking, reading or writing components and may not always be announced in advance.
- Larger Assessments-Performance Assessments will be announced at least 5 days in advance.
- Absences- Please do all that you can not to miss Spanish class. Speaking, listening, and engaging with the content in class is something you may not be able to "make up". Come to class after an absence prepared to turn in work due, and complete the assessment you missed. If you arrange an appointment for a make-up outside of class time, do notmiss that appointment time or you may receive a grade of zero for that assignment. It is your responsibility to check on-line and/or ask a classmate for assignments when you are gone.
Classical and Modern Language Category Weights and Descriptors
[All items in this category are stepping stones to having success in the Performance Assessment category.]
-Vocabulary, grammar quizzes (long or short).
-Memorized "learned" material (forms, rules, vocabulary).
-Completion of homework.
-Readiness for class (on time w/ necessary materials).
-Use of support services such as Spanish Extra Help Center and classroom teacher, as recommended by teacher.
-Real world tasks.
-Application of learning in an actual or simulated setting.
Interpretive: One-way communication using receptive skills of listening & reading, sometimes enhanced by viewing.
Presentational: One-way communication using productive skills of speaking & writing, sometimes enhanced by showing.
Interpersonal: Two-way communication between individuals using receptive skills (listening & reading, sometimes viewing), & productive skills (speaking & writing, sometimes enhanced by showing). Meaning is negotiated between two or more people.
Other important factors to consider:
-Progressive Grading on large unit Performance Assessments, meaning they are worth more as you progress through a term.
-Performance target for each task is set at "B".
-Retakes on performance assessments are unnecessary because students will have been given practice based on the same learning targets, with appropriate feedback/preparation.
-There is no extra credit offered.
-All scores are individual (not group).
The Classical & Modern Languages has Sequential Term Weights:
Term 1 = 14%, Term 2 = 22%, Term 3 = 29%, Term 4 = 35%
Power School calculates each letter grade as equal to the percentage listed next to it below. This is a WHS policy and NOT your teacher's decision.
A+ = 98%, A = 94.5%, A- = 91%
B+ = 88%, B = 84.5%, B- = 81%
C+ = 78%, C = 74.5 %, C- = 71%
D+ = 68%, D = 64.5 %, D- = 61%
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.