Course Syllabus

Course Description:

This is an introductory course in Spanish designed to develop language skills in reading, writing, speaking and listening at a slower pace. Like all courses in the department, the course stresses a proficiency approach, with primary emphasis on communication through the three modes: interpersonal, interpretive, and presentational language.

After completing Introduction to Spanish ACP, students continue with Advanced Introduction to Spanish ACP. 

Performance Target: Novice-High on the ACTFL scale.

Essential Skills: (From the Massachusetts Curriculum Framework for World Languages)

• Interpretive Communication - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

• Interpersonal Communication - Interact and negotiate meaning in spontaneous spoken, signed, or written conversations to share information, reactions, ideas, feelings, opinions, and perspectives 

• Presentational Communication - Present information, concepts, ideas, feelings, opinions, and perspectives to inform, explain, persuade and narrate on a variety of topics using appropriate media, and adapting to various audiences of listeners, readers, or viewers. 

• Intercultural Communication - Interact appropriately with others in and from another culture. 

• Cultures - Gain cultural competence and understanding. 

• Comparisons - Develop insight into the nature of language and culture to interact with cultural competence. 

Success Criteria:

I can independently create a spoken or written message or participate in a conversation using novice-mid language.

• I can mostly be understood by someone used to a language learner. 

• I use highly practiced words and expressions and can add simple details.

• I use sentences, and simple questions. I begin to combine words and phrases to create original sentences.

• I convey my knowledge of a few basic cultural products and practices.

• My errors with targeted structures and/or word order do not interfere with communication.

EXPECTATIONS

#1 Phones need to be away at all times, unless we are using them for a specific class activity. Phones are not inherently bad and can be useful; however, the research is clear that phones have an adverse effect on learning in the classroom. Teenagers sometimes struggle with this, and so if you are having trouble managing this on your own, your phone will go in the Phone Parking Station until the end of class. This is to help you succeed in class by supporting your ability to focus and retain what you learn!

#2 Arrive on time. If you are going to be late, make sure you bring a pass from the office/nurse/another teacher. 

#3 Every day make sure you bring the following:

• charged laptop
• our course packet
• a pen/pencil
• headphones/earbuds
• folder or binder to organize your materials. 

#4 Speak in Spanish. Our goal is to be 90% or more in Spanish. This becomes easier over time.

#5 Prepare for assessments. For most performance assessments, you will get a rubric with a set of expectations. We will go over it in class and make sure you are really prepared.

#6 Get the help you need. You are always welcome to write drafts, ask me questions, do a practice assessment or anything to get extra help. My goal is for you to do well in this class! There are times for extra help during the school day posted below. 

#7 Make up missed assignments. If you miss class, check in with me and check Canvas to make up your work.

#8 Be respectful of your classmates and teacher at all times.

GRADING

On a performance assessment students can receive one of these grades:

Grade of A  means you show consistent evidence of leveling up with more advanced language

Grade of B means you thoroughly meet the targeted standard

Grade of C means you are approaching the targeted standard

Grade of D means you are showing partial ability or incomplete work and should redo the assignment at a later date 

TERM WEIGHTING

Given that we believe learning a language is cumulative, the World Language Department policy states that each term is worth a different percentage of the final grade. The first term is worth the least and the fourth term is worth the most. This is meant to help you show growth as the year goes on. The term weights are as follows:

*Since 12th graders do not take a final exam, the final exam portion of the grade is redistributed proportionally to the weight of terms 1-4.