Course Syllabus
Español 4 la Clase Morada
con la Sra. D E S A U T E L S
Español 4 Honores / ACP 2024-2025 ¡BIENVENIDOS!
Please remember that CANVAS MODULES has class videos/audio/readings, etc.
Teacher: Jennifer Desautels Classroom: 333 Contact: desautelsj@wellesleys.org
Office Hours in Room 333 on Wednesdays after school (no appointment necessary).
Additional Office Hours (by appointment) Block A on Days 1 and 4.
Extra Help & Practice LAB Hours Room 155 Block A on DAYS 2, 3, 5, 6, 7.
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.
Back to School Night Video:
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.
Intermediate High 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/or your workbook in a folder. BRING a pen or pencil, your computer and headphones each day. You need to 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.
CLASSROOM GUIDELINES:
- 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 open 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 of what someone else says, and showing that you are listening.
- 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 cannot "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.
- Masks & Safety Guidelines– As the year progresses, we will follow the guidelines established by the school to keep us all safe.
- GRADING- Grades will be determined based on the calculations that follow. Performance Assessments are graded using the WL Department Feedback Form Rubrics which are based on the ACTFL Benchmarks as seen on page 1. At times your teacher may use a different rubric specific to year 1 and/or an assignment. Please Remember that WL term weights are sequential as you see in the table. The rationale is that what you learn in Term 1 will need to be remembered and used in Term 2, and so on. By Term 4 you'll be required to use all the skills and information you've learned over the year, which is why Term 4 weights a lot.
WORLD LANGUAGES ~ Category Weights and Descriptors |
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Category |
Weight |
Description |
Achievement Assessments: |
10% |
Please note that all items in this category are stepping stones to having success in the Performance Assessment category.
|
Performance Assessments: |
90% |
|
Other Important WL Factors to Consider: |
|
World Language Department Term Weights: Term 1= 12% Term 2= 19% Term 3= 26% Term 4= 31% E1= 12% WHS PowerSchool calculates each “letter” grade entered into PS as equal to the percentage next to it below: A+/A/A- =98%, 94.5%, 91% B+/B/B- =88%, 84.5%, 81% C+/C/C- =78%, 74.5%, 71% D+/D/D- =68%, 64.5%, 61% F=55%
|
2024-2025 WL Standards-Based Grading Scale A+ / A / A- STRONG Student’s learning shows in-depth inferences & applications that go beyond targeted performance. The student can independently create a spoken or written message using above-level language. B+ / B / B- MEETS STANDARD Student’s learning meets the targeted performance. The student can independently create a spoken or written message using level-appropriate language. C+ / C / C- DEVELOPING 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. D+ / D / D- EMERGING 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. F Not enough evidence to measure student learning. DNS 0% If a student is absent/unexcused to class & misses assessment, there is no credit. A zero will be entered for an Achievement Assessment and DNS (Did Not Submit) for a Performance Assessment. |
Student Handbook for WHS notes the different percentages for each letter grade in general:
A+ 97-100 B+ 87-89 C+ 77-79 D+ 67-69
A 93-96 B 83-86 C 73-76 D 63-66
A- 90-92 B- 80-82 C- 70-72 D- 60-62 F 0-59
From the Massachusetts Curriculum Framework for World Languages
Essential Skills for 4 Honors / ACP:
- 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 for 4 Honors* / ACP*:
*Note that additional words in bold labeled “honors” are additional requirements expected. All other requirements are for all students in the class.
- I can independently create a spoken or written message or participate in a conversation using intermediate-mid language.
- I can be easily understood by someone used to a language learner, and possibly by a native speaker who doesn’t know I’m a language learner.
- I can use a variety of words, expressions and personalized vocabulary and begin to use expanded vocabulary. I can give details. (Honors additional pieces: I rarely repeat vocabulary words. I consistently use vocabulary from in-class resources and/or previous units.)
- I use strings of sentences to describe or explain. I combine simple sentences using connector words to create original sentences. (Honors additional pieces: combine simple sentences using a variety of sophisticated transition and connecting words to explain, describe or elaborate.) I pose questions to direct or advance a presentation or written work.
- I convey my knowledge of differences in familiar (learned or experienced) cultural products and practices. I use culturally appropriate vocabulary and expressions.
- My errors with targeted structures and/or word order do not interfere with communication. (Honors additional pieces: I show ample evidence of strong control of previously learned structures.)
Course Summary:
Date | Details | Due |
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