Course Syllabus
Bienvenidos a la clase de Español
590 Spanish 5 H / 592 Spanish 5 ACP
Gr 9 - 12 | 6 Credits | Year-Long| 5x per Cycle)
Teacher: Luz Barrientos Classroom: 330
Contact Information: barrientosl@wellesleyps.org
Office hours: Tuesdays from 2:30-3:00 in room 330. Day 3 from 8:00-8:30 in room 155.
This advanced course in Spanish is designed for students with an interest in achieving a high degree of communicative competence in presentational, interpretive and interpersonal skills. This course is divided into four units: Women's rights, Children's Responsibilities, Perseverance and Lies, Decisions. Students will amplify vocabulary and review grammatical concepts through the study of the culture, current events, literature, film, and music of the Spanish-speaking world. Assessments will include presentations; frequent small-group and class discussions, and essays, as well as other formats. This course is conducted entirely in Spanish.
Performance Target: Intermediate-High to Advanced-Low 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.
Goal Areas (From the Massachusetts Curriculum Framework for World Languages):
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Interpretive Communication - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
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Interpersonal Communication - Interact and negotiate meaning in spontaneous spoken, signed, or written conversations to share information, reactions, ideas, feelings, opinions, and perspectives
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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.
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Intercultural Communication - Interact appropriately with others in and from another culture.
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Cultures - Gain cultural competence and understanding.
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Comparisons - Develop insight into the nature of language and culture to interact with cultural competence.
ACP:
I can independently create a spoken or written message or participate in a conversation using intermediate-high language.
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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.
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I use a wide range of words and expressions. I expand and begin to elaborate, sometimes even in an unexpected context.
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I use connected sentences to describe and explain. I can begin to communicate or tell a paragraph-length story.
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I convey my knowledge of differences in familiar cultural products, practices and perspectives. I use culturally appropriate vocabulary and expressions.
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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-high language.
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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.
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I use a wide range of words and expressions. I expand and begin to elaborate, sometimes even in an unexpected context. I consistently use vocabulary from in-class resources and/or previous units I rarely repeat vocabulary words.
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I use a variety of sophisticated connecting words to explain, describe or elaborate.. I can begin to communicate or tell a paragraph-length story.
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I convey my knowledge of differences in familiar cultural products, practices and perspectives. I use culturally appropriate vocabulary and expressions.
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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
High School WL Performance Assessments Grading Scale
RUBRIC (Check Advance Low)
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A+ |
98% |
STRONG: Student’s learning shows in-depth inferences and applications for the targeted performance. The student can independently create a spoken or written message using above-level language. |
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A |
94.5% |
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A- |
91% |
|
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B+ |
88% |
MEETS STANDARD: Student’s learning meets the targeted performance. The student can independently create a spoken or written message using level-appropriate language. |
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B |
84.5% |
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|
B- |
81% |
|
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C+ |
78% |
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. |
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C |
74.5% |
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C- |
71% |
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D+ |
68% |
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. |
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D |
64.5% |
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D- |
61% |
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F |
54.5%* |
Not enough evidence to measure student learning. |
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DNS |
0% |
If a student is absent unexcused to class and misses an assessment, the student receives no credit. A zero will be entered for an achievement assessment and a DNS (Did not submit) will be entered for a performance assessment. |
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 54.5*
This is a WHS policy and NOT your teacher's decision:
Important:
1.If a student fails a performance assessment, “F” is entered into PS (This is a WL department policy).
2.If a student is absent unexcused to class and misses an assessment, the student receives no credit. A zero will be entered for an achievement assessment and a DNS (Did not submit) will be entered for a performance assessment.
3.An “F” as a term grade must equal 54.5%. (This is a school policy, not a WL policy).
4.No extra credit will be offered at any point throughout this year.
5.Meeting the performance target for the course will earn a student a B grade
6.The CML department will still adhere to sequential grading in which chosen assessments throughout a term or semester may increase in weight as the term/semester progresses (meaning a student’s most recent assessments may carry the most weight).
7. All grades are individual (not group)
8.District accommodations (DCAP) are available to all students, and in the 26-27 school year, WHS is committed to moving this forward with fidelity.
While some accommodations can be offered in the moment, others require advanced notice.
For example: Extended time on an in-class assessment is a collaborative decision made by the teacher, student, and family to meet individual student needs. The WHS guideline is up to 25% extra time. This accommodation relies on proactive student communication prior to the date of the assessment. The student and teacher must establish how the accommodation will be provided.
High School Category Weights
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Performance Assessments:
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90% - 100% |
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Achievement on Grammar and Vocabulary:
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0% - 10% |
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Seniors Classical & Modern Languages has the following Sequential Term Weights:
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SENIORS HIGH SCHOOL TERM WEIGHT |
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|---|---|
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TERM |
WEIGHT |
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TERM 1 |
0.14 |
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TERM 2 |
0.22 |
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TERM 3 |
0.29 |
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TERM 4 |
0.35 |
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No Final Exp. |
NA |
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1.00 |
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SENIOR PROJECT |
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TERM |
WEIGHT |
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TERM 1 |
0.27 |
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TERM 2 |
0.33 |
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TERM 3 |
0.40 |
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TERM 4 |
SP |
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No Final Exp. |
NA |
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1.00 |
Notice that seniors do not have a final exam.
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, out of sight. Your teacher will assign you a number in the shoe organizer in front of the class to place your phone there. 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.
- Tarea–Homework is not accepted late because we use it in class the day it is due. Your term grade average may be lowered if you miss the practice and reinforcement from homework assignments.
- Canvas assignments-will be due at the end of class or when announce. Submissions will be posted on Power School as collected, missing or incomplete so that your parents and you can keep track of what you have or have not done. Late work will be considered missing.
- 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.
- Make ups: will be given in room 154. You need to inform your teacher when you are coming and then make an appointment with Mrs. Barnhill. She is in the language lab from 7:30-11:00 am. every day. You need to make sure she is available.
- 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.
- Bathroom use: Please ask permission to your teacher to go to the bathroom. Remember that only one person at a time. Your phone is expected to be at the beginning of class in the shoe organizer in front of the classroom. Leave it there when going to the bathroom
Materials
Bring the current unit workbook every day, 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.
Please see ps. 43 and 44 of Students' handbook
-Seal of Biliteracy
The Massachusetts State Seal of Biliteracy is an award that recognizes high school graduates who attain high functional and academic levels of proficiency in English and a world language.
Wellesley families come from more than ten different countries and speak more than sixteen languages other than English, so whether your student studies a language at WHS or speaks another language at home, all WHS seniors are eligible to apply. The Seal of Biliteracy is a way to celebrate the district's linguistic and cultural diversity, while helping families raise multilingual children.
Most students will need to take a state-approved proficiency assessment with us at WHS (during the school day in January). We use the AAPPL for modern languages and ALIRA for Latin. In a case where a student wants to apply for a language not tested by the AAPPL (It's available in 12 languages), The Department of Elementary and Secondary Education has approved some other assessment routes. Please contact Michael Travers, Department head, for further information on alternative assessments.
Extra Help Language Lab room #155
-Calendar/Agenda