Profe Quintero
jquintero@daltonschool.kr
MS 208
Doña Molina
nmolina@daltonschool.kr
MS 203
Embedded Files
Spanish Intermediate
Course Description
Course Description
ACTFL Exit level: Novice High/ Intermediate Low
The Middle School Intermediate level builds upon the foundation established in the Beginner level, further enhancing language fluency and complexity. At this level, students can communicate using sentences and sometimes strings of sentences. They can understand and use familiar everyday phrases and basic sentences, particularly in contexts of immediate relevance, such as personal and family information, shopping, etc. They can engage in simple, routine tasks that require direct information exchange on familiar topics, provided the other person speaks slowly and offers assistance. Additionally, they can describe personal details and matters of immediate need in simple terms.
Proficiency Scale
Proficiency Scale
Assessment Rubrics
Assessment Rubrics
Units of Study & Can do Statements
Units of Study & Can do Statements
U1: My Neighborhood
U1: My Neighborhood
Week 1 -10
I can identify the key information in short conversations about people talking about their neighborhood.
I can understand the key information in short texts about someone's description of their neighborhood.
I can describe my neighborhood by using practiced and memorized sentences.
I can describe my neighborhood by asking and answering questions, by using practiced and memorized sentences.
U1: My New Life
U1: My New Life
Week 11-20
I can identify the key information in short texts / conversations about people introducing themselves.
I can introduce myself to provide personal information by using a mixture of practiced and memorized sentences.
I can write a text to introduce myself to provide personal information by using a mixture of practiced and memorized sentences.
I can communicate my daily routines
U3: Travels & Adventures
U3: Travels & Adventures
Week 21-29
I can identify key information in short texts about people discussing their vacations and adventures.
I can identify key information in written texts where people describe their past life experiences.
I can describe an adventure or trip, including activities, locations, and weather.
I can write a text to evaluate activities based on my feelings, using both practiced and original sentences.
U4: My past experiences
U4: My past experiences
Week 30-40
I can identify the key information in short conversations about people talking about things they did in the past.
I can identify the key information in short texts about things someone did in the past.
I can communicate actions and activities I did in the past, by using original and practiced sentences.
I can ask and answer questions about things I did in the past, by using original and practiced sentences.
Week by Week Breakdown by Section
Week by Week Breakdown by Section
Broad Learning Categories
Broad Learning Categories
Interpretative
30%
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Presentational
25%
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media.
Interpersonal
25%
Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
Use of Language
20%
Learners can use language according to a specific context.
Parents can find more information of the standards assessed in each Broad Learning Category on PowerSchool.
The World Languages Department Reassessment Policy can be found here.
Course Expectations
Course Expectations
Students can expect the following from the teacher:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you have trouble locating them, please contact your teacher.
RUBRICS AND POLICIES - Once posted, these will not change. If a change is necessary, the teacher will inform students well in advance and clearly mark the changes.
Quick Link High School Policies
Quick Link High School Policies
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