MERIT Spanish I Advanced
Instructor: Señora Leanne NeSmith
E-mail:
Course Description:
The Spanish I language course focuses on the development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have minimal or no prior knowledge of the language and culture. The major means of communication between students and instructors will be in the target language.
Homework Expectations:
Homework will be assigned on a regular basis; usually students will have homework every night. Students are expected to complete and return all homework on time. Homework assignments will frequently require the viewing of online videos through a platform such as YouTube or ViewPure. Students will be able to access the assigned videos through any computer platform, most smartphones and other devices. If Internet access at home is an issue for students, videos assigned for homework may be viewed in the classroom from 3:00 until 3:30 (during tutoring/busloads) each afternoon.
Behavioral Expectations: Students will be expected to follow all classroom and school-wide rules as dictated by the student handbook.
Standards:
Standards for modern foreign languages are divided into 5 domains. These include:
· Interpersonal Mode of Communication (exchanging information in the target language)
· Interpretive Mode of Communication (understanding information delivered in the target language)
· Presentational Mode of Communication (presenting information in the target language)
· Cultural Perspectives, Practices, and Products
· Connections, Comparisons, and Communities
Grading:
20% Daily Assignments (Minimum 12 per 9-weeks)
May include homework, notebook checks, in-class activities
20% Formative Assessments (Minimum 4 per 9-weeks)
May include quizzes, quick-writes, skits, dialogs, etc.
40% Summative Assessments (Minimum 3 per 9-weeks)
May include chapter or unit tests and projects
20% Benchmark Exam (1 9-weeks final exam)
Students will be assessed in the areas of speaking, writing, listening, and reading.
By the end of Spanish II, Advanced students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening and reading (ACTFL [American Council on the Teaching of Foreign Languages] Proficiency Guidelines, 1999).
Speaking Proficiency Guidelines (Novice-Mid)
Speaking Proficiency Guidelines (Novice-Mid) Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, NoviceMid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.
Writing Proficiency Guidelines (Novice-Mid)
ACTFL Writing Proficiency Guidelines (Novice-Mid) Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.
Listening Proficiency Guidelines (Novice-High)
Listening Proficiency Guidelines (Novice-High) Listeners at the Novice-High level are able to understand short, learned utterances and some sentence length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/or a slowed rate of speech for comprehension.
Reading Proficiency Guidelines (Novice-High)
Reading Proficiency Guidelines (Novice-High) Readers at the Novice-High level have sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the NoviceHigh reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.
Make-up Work Policy
A student may turn in missing work for 5 schools days past the completion of all three of the following conditions:
· Past the due date
· Student is aware the assignment is missing
· The grade is entered into Infinite Campus as missing.
Made up missing work will have 10 points deducted from the grade earned.
TCMS Asessment Re-Do Policy
· A student or his/her parent may request a re-do of an assignment under the following conditions:
· Re-do work is at the discretion of the teacher. It is not to be taken for granted that all assessments may be re-done.
· The re-do activity may be in a different format from the original.
· Parents are to sign the original task and request a re-do opportunity.
· The student must complete a re-do request form with his/her teacher. In the request the student must state what action(s) he/she will or has taken to warrant the re-do.
· Re-do must be completed within 5 school days of an approved request.
Plagiarism
First Offense: Teacher Intervention, notify parent/guardian
Second Offense: Grade of 0 until re-done, 3 days ISS, notify parent/guardian
Third Offense: Grade of 0, no re-do, 5 days ISS, notify parent/guardian
Fourth Offense: Grade of 0, no re-do, 10 days ISS, notify parent/guardian
To schedule a conference, please call the school office at 229-225-4394.
The Zulu team planning is daily from 1:35 – 2:45.