HIGHLANDS HIGH SCHOOL
2017-2018 COURSE SYLLABUS
Instructor: K. Meadows, http://www.Krista.Meadows@fortthomas.kyschools.us
Phone extension # 2648
Grade: 9-12 Credit: 1
The beginning course emphasizes vocabulary, conversation and listening comprehension. It acquaints the student with basic grammar through oral drills and written work. Dialogues and simplified reading selections reinforce vocabulary and provide a foundation for additional conversation. Spanish is used as much as possible in the classroom.
Students will regularly demonstrate their competencies in the target language through the three modes of communication: Interpersonal, Interpretive, and Presentational. These are the Communication Modes that are a direct tie to the National Standards for Foreign Language Learning. They provide an enriched view of language that reflects real communication.
The Interpersonal Mode is characterized by the active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be made accordingly.
The Interpretive Mode focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker.
The Presentational Mode refers to the creation of oral and written messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
The goals for novice learner are as follows:
- Student can understand and use familiar everyday expressions and very basic phrases in order to enable them to carry on typical conversations.
- Student can introduce himself and others and can ask and answer questions about personal details such as where he lives, people he knows and things he has.
- Student can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
- Student can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
- Student can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
- Student can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
- Student can write basic compositions in Spanish, using acquired vocabulary.
- Student can read beginning level material from varied and authentic sources.
- Student can learn to appreciate Hispanic cultures, while recognizing similarities and differences.
All lessons and assessments inside and outside the classroom revolve around the The 5 C's:3
These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom.
Communication: The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate and present oral and written information to various audiences for a variety of purposes.
Cultures: Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.
Connections: World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes.
Comparisons: Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.
Communities: Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include, clubs, exchange programs, cultural activities, and opportunities to hear speakers of other languages in the school and classroom.
Descubre 1 by Vista, second edition
Cuaderno de práctica
three ring binder or notebook
folder for worksheets
All grades will be tallied using a point system rather than percentage.
Students will be evaluated on class assignments and activities including but not limited to the following:
· quizzes (frequent, based on vocabulary and grammar topics with each chapter)
· discussions and participation using the Spanish language in classroom
· composition writing
· bonus point opportunities ( as available and as approved by teacher)
· semester exams
Participation and attendance
Strong emphasis is put on participation in Spanish in class daily. Participation is an extremely important factor for a good grade.
Students will be expected to be on time and prepared for class with all necessary materials. Attendance is of vital importance as much of the speaking and comprehension work is done in class. Only students with excused absences will be allowed to make up work. Work can be made up only after school as arranged with the teacher. Once a date for make-up is assigned, if appointment is not kept, the resulting grade will be a zero.
· Students will respect themselves and others.
· Cheating of any sort will result in the score of a zero for the assignment, test or quiz.