Course Syllabus
Back To School Night VIDEO LINK HERE
Español 4 con la Sra. D E S A U T E L S
Link to CLASS CALENDAR of Classwork, Assignments, & Assessment Dates
Classwork that we access in class for videos/links/etc. is on CANVAS MODULES.
Teacher: Jennifer Desautels Classroom: 333 Contact: desautelsj@wellesleyps.org
Extra Help LAB Hours Room 155 Block A on DAYS 1, 3, 5, 6 Additional Times LINK
Office Hours by appointment in Room 333,
Block A on Days 2, 4, & After School Wednesdays.
Suggestions for MORE CONTACT with the Spanish Language:
1) Easy Spanish Videos (Link Here) presents video content for all different levels of language learners on their YouTube video channel.
2) Easy Spanish Podcasts (Link Here) presents listening content for all different levels of language learners through Google podcasts.
Spanish 4H & 4ACP Course & Content: Spanish 4 is designed for students who want a challenging and interesting course that will help solidify and build their skills in Spanish. Those students who choose 4H are considering Advanced Placement Spanish the following year. All Spanish 4 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 Argentina & Chile. 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. Year 4 is for an independent, motivated learner. 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.
ACTFL Performance Guidelines / Can-do Benchmarks:
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.
In the Classroom:
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.
CLASSROOM GUIDELINES:
- Masks & Safety Guidelines– As the year progresses, we will follow the guidelines established by the school to keep us all safe.
- Arrival– Please arrive to class on time. Three tardies equal one class cut.
- Electronic Devices– Cell phones are put away, or "parked" in the classroom parking lot. 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.
- Tareas– Homework is not accepted late because we use it in class the day it is due. Your term grade average may not reach its full potential if you miss the practice and reinforcement from homework assignments.
- 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.
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Classical and Modern Language Category Weights and Descriptors |
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Category |
Weight |
Description |
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Achievement Assessments: |
10%
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[All items in this category are stepping stones to 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 as recommended by teacher. |
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Performance Assessments |
90%
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___________________________________________ -Real world tasks. -Use of the target language in class. -Application of learning in an actual or simulated setting. -Relating Cultural Practices to Perspectives 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. ___________________________________________ |
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Other important WL procedures to consider: |
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-Progressive Grading on large unit Performance Assessments, meaning they can 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 with appropriate feedback/preparation. -There is no extra credit offered in World Languages -All scores are individual (not group). |
The World Languages Department has Sequential Term Weights (2022-2023 School Year):
Term 1 = 12%, Term 2 = 19%, Term 3 = 26%, Term 4 = 31%, E1 = 12%
Below you will find the WL Department's grading scale. Please note that the percentages listed next to the letter grades are a WHS policy of what a letter grade equals when entered into Powerschool. During the year your teacher will also give out some grades that are numbers (points earned, percentages) which may be higher or lower than the percentages listed below per category.
Course Summary:
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