HIGHLANDS HIGH SCHOOL
161109- SPANISH 2 (Grades 9-12)
2017-2018 COURSE SYLLABUS
Instructor: Krista Meadows
Phone extension: 815-2648
Grade: 9-12 Credit: 1
Prerequisites: Spanish I and teacher recommendation. Prerequisites are waived for Juniors and Seniors
This course is a continuation of first-year work with emphasis on further development of the basic skills of speaking, reading, writing and listening. Students continue to expand their understanding of Hispanic culture, geography and history. Student should be able to demonstrate a novice high proficiency.
- Learn more complex vocabulary to facilitate communication about the culture and life of Spanish speakers
- Learn to read Spanish independently for understanding. They will also listen for understanding
- Learn to understand and express ideas in conversations of a greater length, especially interpersonal communication
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 mid to intermediate low learner are as follows:
- Student can recognize familiar words and very basic phrases concerning self, family and immediate concrete surroundings when people speak slowly and clearly.
- Student can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).
- Student can catch the main point in short, clear, simple messages and announcements.
- Student can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
- Student can read very short, simple texts. Texts contain specific, predictable information in simple everyday material such as advertisements, menus and timetables.
- Student can understand short simple personal letters.
- Student can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help him or her formulate what he or she is trying to say.
- Student can ask and answer simple questions in areas of immediate need or on very familiar topics.
- Student can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
- Student can handle very short social exchanges, even though he or she can't usually understand enough to keep the conversation going.
- Student can use simple phrases and sentences to describe where he or she lives and people he or she knows.
- Student can use a series of phrases and sentences to describe in simple terms about family and other people, living conditions, educational background and present or most recent job.
- Student can write a short, simple postcard, for example sending holiday greetings.
- Student can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
- Student can write short, simple notes and messages relating to matters in areas of immediate needs. He or she can write a very simple personal letter, for example thanking someone for something.
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.
Blanco, José. Descubre: lengua y cultura del mundo hispano, level 2. 2nd edition. Vista Higher Learning. 2014 copyright.
Cuaderno de práctica (workbook)
three ring binder, or section of a binder only for Spanish
folder for worksheets / pencil
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 and often unannounced, based on vocabulary, grammar, and content)
· 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 (interpersonal communication – negotiating meaning) 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.
Course Content / Calendar
All levels of World Language courses are structured around six global themes: Families and Communities, Personal and Public Identities, Contemporary Life, Science and Technology, Global Challenges, and Beauty and Aesthetics. The second year of language study focuses on those listed below:
Cheating of any sort will result in the score of a zero for the assignment, test, or quiz.
Students will respect themselves and others.