Course Syllabus

Spanish 3 H (581) ACP (582) 

Timothy Eagan
eagant@wellesleyps.org
Office: 143.1 (First floor, by caf).

Extension 4619

Class Playlist (Songs of the Week)

Playlist de la Clase

Helpful Online Dictionary Resources:

wordreference.com  Deepl.com https://verbix.com/

Extra Help & Retake or Makeup Request Form

Curriculum

• Unit 1.1 What does it mean to be an adult? I can narrate what I think my future will be like.
  
• Unit 1.2 What does it mean to be an adult? I can compare and contrast rites of passage in hispanic cultures to one that happened in my life.
  
• Unit 1.3 What does it mean to be an adult? I can explain what it's like to live in Barcelona
• Unit 2.1 What is my role in taking care of the environment? I can discuss the value of current world efforts to address environmental issues.
  Unit 2.2 What is my role in taking care of the environment? I can describe and explain a conflict over natural resources.
• Unit 3.1 What does it mean to live a healthy life? I can have a conversation about what makes a happy/healthy life.
  
• Unit 3.2 What does it mean to live a healthy life? I can explain what I have done to lead a happy/healthy life.
  Unit 3.3 What does it mean to live a healthy life? I can exchange information about the importance of mental health.

Grading:

Performance Target: INTERMEDIATE-MID

Below is the generic presentational rubric for grades 6 - 12. Rubrics for each mode (presentational, interpretive, interpersonal) will vary in terms of criteria; students will have access to all rubrics and will be able to answer the questions:

1. 1. 1. What am I learning?
      2. Why am I learning it?
      3. How will I know that I have learned it?

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.