Course Syllabus

Bienvenidos a la clase de Español 4                   de Mrs. Barrientos.





Teacher: Luz Barrientos Classroom: 330

Contact Information:

Course Content:  Spanish 4 is designed for students who wish to continue their study of Spanish language and culture at a more manageable pace. Students are expected to be confident in their ability to communicate exclusively in Spanish. We work throughout the year to attain a level of sophistication and accuracy in the three modes of communication (interpretive, presentational, and interpersonal) that reflects four years of study. The course focuses on three themes: Identities, Emigration/Immigration, and Human Rights in Latin America. We examine each theme in depth through reading, research, class conversations, presentations, films, and writing. Classroom instruction is delivered exclusively in Spanish and students are expected to communicate entirely in the language. The proficiency target for this course is Intermediate-High on the ACTFL scale.

Course Goals: Spanish 4 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 student, your year-end target is the Intermediate High (B range)  to Advanced Low (A range) 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.


 This feature in Canvas will help the teacher and students to track student’s mastery of the course material.  First, the teacher will set up outcomes (course objectives) that would want to monitor on students’ work. In addition, rubrics will have outcomes attached that can be used in assignments or assessments in order provide formative assessment or to determine a student’s grade.


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.  It is necessary for you to keep track of your completed performance assessments and the feedback you get throughout the 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.

OFFICE HOURS:  Please email Sra. Barrientos to make an appointment. Do not wait until last minute before an assessment to ask for help.

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  • Arrival– Please arrive to class on time. Three tardies equal one class cut.
  • Electronic Devices– Cell phones are put away, out of sight. When in the classroom, computer 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.
  • Tarea–Homework is not accepted late because we use it in class the day it is due. Your term grade average may be lowered if you miss the practice and reinforcement from homework assignments.
  • Canvas assignments-will be due at the end of class. Submissions will be posted on Power School as collected, missing or incomplete so that your parents and you can keep track of what you have  or have not done. Late work will be considered missing.
  • Pruebas- Can 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 not miss 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. 
  • Bathroom use: Please ask permission to your teacher to go to the bathroom.  Remember that only one person at a time.  Your phone is expected to be in your backpack since the beginning of the class. Leave it there when going to the bathroom



Classical and Modern Language Category Weights and Descriptors







for 2022-2023 school year

[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.

Performance Assessments




for 2022-2023 school year

-Real world tasks.

-Use of the target language in class.

-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 CML procedures to consider:


-Progressive Grading on large unit Performance Assessments, meaning they may be 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 = 12%, Term 2 = 19%, Term 3 = 26%, Term 4 = 31%* Final Exam= 12



PowerSchool 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:



ADVANCED: Student’s learning shows in-depth inferences and applications for the targeted performance. 

The student can independently create a spoken or written message using above-level language. 









MEETS STANDARD: Student’s learning meets the targeted performance

The student can independently create a spoken or written message using level appropriate language. 









APPROACHING STANDARD: Student’s learning shows the simpler aspects of the targeted performance, or has some important errors or omissions

The student can independently create a spoken or written message using some level and some non-level appropriate language. 









DOES NOT YET MEET STANDARD: Student’s learning demonstrates only partial ability or is incomplete

The student can independently create a spoken or written message using non-level appropriate language. 










Not enough evidence to measure student learning.


For full year courses, the following deadlines apply (Handbook page 38):

Screen Shot 2022-09-07 at 1.08.54 PM.pngFor semester courses, the deadline to add or drop a course is the midpoint of the course (end of Q1/Q3).

For quarter courses, the deadline to add/drop a class is after two full cycles.



  1. No extra credit will be offered at any point throughout this year.
  2. Meeting the performance target for the course will earn a student a B grade
  3. The CML department will still adhere to sequential grading in which chosen assessments throughout a term or semester may increase in weight as the term/semester progresses (meaning a student’s most recent assessments may carry the most weight).See rubrics and feedback form here:

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SP 4 Agenda 1 22:23-1.pdf  

SP 4 Agenda 2 22:23.pdf 

SP 4 Agenda 3 22:23.pdf 

SP 4 Agenda 4 22:23.pdf 

SP 4 Agenda 5 22:23 .pdf

SP 4. Agenda 6 22:23-1.pdf