Course Syllabus

¡Bienvenidos a la clase de español 2!

Rosemary Pinheiro Healea

healear@wellesleyps.org

Office hours: Wednesdays 2:30-3:05 

 

WORLD LANGUAGE EXTRA HELP LAB

Come to room 155 during Block A (7:30 - 8:29)     No appointment needed.

We can help with:

• Preparing for upcoming performance assessments
• Study habits
• Speaking in the target language
• And more!

 

CONTENT

Unit 1.1

What makes a quality education?

• I can describe the ideal school and compare it to some in Mexico

 

Unit 1.2

What is teenage life?

• I can compare/contrast teenage life now and 30 years ago

Unit 2.1

How do I connect with others?

 

• I can justify whether or not technology and social media bring people together

 

Unit 2.2 & Unit 2.3 

 

How do I connect with others?

 

• I can explain how food brings people together
• I can express my opinion about how common interest bring people together

 

COURSE DESCRIPTION

This is the next level course for students who have successfully completed 8th grade Spanish or Spanish 1. The course stresses a proficiency approach, with primary emphasis on the context and purpose of communication through the three modes: Interpersonal (Two-way, unrehearsed communication between individuals); Interpretive (One-way communication using receptive skills of listening and reading); and Presentational (One-way communication using productive skills of speaking and writing). 

Performance Target: Intermediate-Mid 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:

for the ACP level

I can independently create a spoken or written message or participate in a conversation using intermediate-low 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 begin to create with the language. I can use a variety of familiar and personalized words and expressions. I can give some details. 
• I use simple strings of sentences. I can combine words and phrases to create original sentences. I pose basic questions (as appropriate).
• I convey my knowledge of basic cultural products and practices. I use some culturally appropriate vocabulary and expressions. 
• My errors with targeted structures and/or word order do not interfere with communication.

for the Honors level
I can independently create a spoken or written message or participate in a conversation using intermediate-low 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 begin to create with the language. I can use a variety of familiar and personalized words and expressions. I can give some details. I consistently use vocabulary from in-class resources and/or previous units 
• I use simple strings of sentences. I can combine words and phrases to create original sentences. I pose basic questions (as appropriate).
• I convey my knowledge of basic cultural products and practices. I use some 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.

EXPECTATIONS

#1 Phones need to be in the parking station, unless we are using them for a specific class activity. Smart watches and headphones must be put away. We will follow the policy in the Student Handbook.

#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  

A+	98%	STRONG: Student’s learning shows in-depth inferences and applications for the targeted performance.
A	94.5%
A-	91%
B+	88%	MEETS STANDARD: Student’s learning meets the targeted performance.
B	84.5%
B-	81%
C+	78%	DEVELOPING: Student’s learning shows the simpler aspects of the targeted performance, or has some important errors or omissions.
C	74.5%
C-	71%
D+	68%	EMERGING: Student’s learning demonstrates only partial ability or is incomplete.
D	64.5%
D-	61%
F	54.5%*	Not enough evidence to measure student learning.
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*

IMPORTANT: 

If a student fails a performance assessment, “F” is entered into PS (This is a WL department policy). 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. An “F” as a term grade must equal 54.5%. (This is a school policy, not a WL policy).

TERM WEIGHTING

TERM WEIGHTS
TERM	WEIGHT
TERM 1	0.12
TERM 2	0.19
TERM 3	0.26
TERM 4	0.31
Final Exp.	0.12
	1.00

*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.

 

 

Lunch Schedule

Día 1	Día 2	Día 3	Día 4	Día 5	Día 6	Día 7
Almuerzo 2	Almuerzo 2	Almuerzo 2	Almuerzo 2	Almuerzo 2	Almuerzo 2	Almuerzo 2
11:24 - 11:53	11:24 - 11:53	11:24 - 11:53	11:24 - 11:53	11:24 - 11:53	11:24 - 11:53	11:24 - 11:53

 

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 at 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.