Course Syllabus

581 Spanish 3H / 582 Spanish 3 ACP provides opportunities for students to build proficiency in reading, writing, speaking and listening through the study of several cultural themes, such as what it means to be an adult, health, and the environment (Themes may vary). Students will also read extracts from literature, news and other authentic sources. They will be assessed through a variety of performance task assessments in the three modes of communication. Students and teachers will use Spanish as the primary means of communication in class. 

Performance Target: Intermediate-Mid on the ACTFL scale.  

This course is offered at the combined ACP/Honors level. Students will be placed in the Honors section for scheduling purposes only. Students will be able to designate which level they would like to be assessed at in the fall once they learn about course expectations. 

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:

ACP:

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. 

• I use strings of sentences to describe or explain. I combine simple sentences using connector words to create original sentences. 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:

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 rarely repeat vocabulary words.  I can give details. 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 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. I show ample evidence of strong control of previously learned structures.