Course Syllabus
Teacher Info
Señora Holcombe Office hours: Tuesdays 2:30-3:05. holcombea@wellesleyps.org
We can help with:
- Preparing for upcoming performance assessments
- Study habits
- Speaking in the target language
- And more!
Course Program
Gr 9 - 12 | 6 Credits | Year-Long | 5x per Cycle
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.
(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 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 begin to create with the language. I can use a variety of familiar and personalized words and expressions. I can give some details.
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I use simple strings of sentences. I can combine words and phrases to create original sentences. I pose basic questions (as appropriate).
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I convey my knowledge of basic cultural products and practices. I use some 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 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 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
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I use simple strings of sentences. I can combine words and phrases to create original sentences. I pose basic questions (as appropriate).
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I convey my knowledge of basic cultural products and practices. I use some 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.
Grading
Students are assessed on their language performance using a standards-based rubric. Each course has a performance target aligned with the ACTFL Proficiency Guidelines.
Explanation of Grading
Rubrics:
In all modern language courses, we grade with standards-based rubrics designed to assess students on language proficiency and skill.
Standards-Based Grading and Term Weights:
In order to move students through the proficiency continuum from Novice to Advanced, students must retain and build upon their language they have learned and acquired. For this reason, simple averaging of grades over the course of the year is not an accurate measurement of student learning and growth.
As an illustration, consider the following sets of grades:
STUDENT 1: A (at the end of the first quarter), C (at the midyear), F (at the end of year)
STUDENT 2: F (at the end of the first quarter), C (at the midyear), A (at the end of year)
The averages in both cases would be about a C, yet it is obvious that Student 1 is penalized for such averaging, when if fact she or he has actually mastered the material by the end of the year. Student 1 has poor control. Progressive grading is standards-based, emphasizing the most recent assessment. Student 1 would receive a grade below C and Student 2 would receive a grade above C. This system is not only fairer, but also aligns well with our efforts to teach students to embrace a growth mindset.
High School Term weights are as follows:
Term 1: 12%
Term 2: 19%
Term 3: 26%
Term 4: 31%
End of Year (Final Exam FE): 12%
HIGH SCHOOL WORLD LANGUAGES GRADING SCALE
| 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% | |
| A- | 91% | |
| 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. |
| 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.
The student can independently create a spoken or written message using some level and some non-level appropriate language. |
| C | 74.5% | |
| C- | 71% | |
| 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. |
| D | 64.5% | |
| D- | 61% | |
| F | 59% | Not enough evidence to measure student learning. |
Questions regarding these policies may be directed to the Department Head.
IMPORTANT:
If a student fails a performance assessment, “F” is entered into PowerSchool (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).
Category Weights
Performance Assessments = 90-100%
- Interpersonal Communication
- Interpretive Communication
- Presentational Communication
- Relating Cultural Practices to Perspectives
- Relating Cultural Products to Perspectives
- Performance assessments will be a combination of “on-demand” and “polished.”
- Performance assessments are not generally permitted retakes. We give prompts or prompt themes up front and provide feedback preparing students for the performance assessment.
Achievement on Grammar and Vocabulary = 0-10%
- Vocabulary & Grammar Quizzes
- Participation and assignment completion.
Note: All students may retake achievement quizzes within the 2 weeks following the day of the quiz. Students will be permitted ONE retake of an achievement quiz. Any student who wishes to retake achievement quizzes more than once may do so only after meeting with the course teacher or teacher in the language lab for extra help.
Weighting of Performance Assessments: Weighted Averages
We use a weighted average model in PowerSchool. Within a marking period, each consecutive performance assessment increases in weight value (e.g., 5, 10, 15, 20).
End of Year Final Exam Assessments
- The EOY assessment is in two parts. Teachers share the EOY themes with students, but not the actual prompts.
- The Speaking component will be given prior to EOY blocks (6%).
- The Writing component will be given during the 2-hour EOY block (6%).
DCAP
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.
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.
Course Summary:
| Date | Details | Due |
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