Syllabus

“Señora” Mary Stanford - Room 209

          Spanish 1CP  2025-2026                                                               mstanford@greenville.k12.sc.us

(864) 355-0183

https://sites.google.com/greenvilleschools.us/mstanford/home

Course Description: 

This semester-long course is the first level of Spanish study and is designed to introduce students to both the Spanish language and culture. The student will develop the ability to communicate in the five modes of communication: Interpretive Listening and Reading, Interpersonal Communication, Presentational Speaking and Writing, Investigation of Cultural Products and Practices, Understanding of Cultural Perspectives and Participation in Cultural Interaction. Emphasis is placed on proficient communication in the language while studying six relevant, real-world theme based units: Let’s Get Started, My Friends & I, My School Life, Let’s Eat!, Home Sweet Home, and My Community. There are no prerequisites for this course.

Instructional Philosophy:

Many instructional approaches will be used to help all types of learners: graphic organizers, language ladders, paired activities, cooperative learning, questioning strategies (yes/no, either/or, multiple choice, short answer), Total Physical Response (TPR), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and PowerPoint presentations to name a few. Students will be actively engaged and will be expected to participate voluntarily and/or when called upon. Participation does not mean always giving the correct answer but a willingness to try to use Spanish and a genuine attempt at learning the material or asking questions when the material is unclear. The class will be conducted in both English and in Spanish, with more Spanish used progressively with each unit.

Course Goals/ Power Standards:

The standards for World Language classes revolve around levels of proficiency in the production and comprehension of the language. GCSD has mandated the exit proficiency targets for levels 1 – 4 in the areas of listening, speaking, reading, and writing. At the completion of level 1, students should rate at an Intermediate Low level for listening in which the students can understand the main idea in short, simple messages and presentations on familiar topics and understand the main idea of simple conversations that they overhear. For speaking, students should rate at a Novice High level in which students can present basic information on familiar topics using language they have practiced using phrases and simple sentences. For reading, students should rate at a Novice High level in which they can understand familiar words, phrases, and sentences within short and simple texts related to everyday life and can sometimes understand the main idea of what they have read. For writing, students should rate at a Novice High level in which they can write short messages and notes on familiar topics related to everyday life.

Course Goals & Literacy Standards: 

This course addresses the following standards from the Common Core standards:

• Writing Standards ELA 6-12: Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

• Reading Standards for Informational Texts 6-12: Craft and Structure 9-10: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 

Major Assignments & Projects: 

At the end of each thematic unit, students will be assessed and evaluated by the Unit ‘test’: Integrated Performance Assessment (IPA) which allows students to listen and/or read (interpretive), speak (interpersonal) and write (presentational) in Spanish. The following IPA examples may be adjusted throughout the semester according to the teacher’s discretion.

Introductory Unit: Let’s Get Started

Context for the Integrated Performance Assessment: You are now in a modern language class and are interacting in a new language in a variety of situations. Since the target language is used exclusively in class, it is important that you can understand, use, and interact in the language with your teacher and with your classmates.

Interpretive Task: Listen to classroom phrases and identify meaning.

Interpersonal Task: Have an introductory conversation with a classmate.

Presentational Task: Write several student and teacher phrases.

Unit 1: My Friends & I

Context for the Integrated Performance Assessment: You and a group of four friends have been selected to participate in a reality show in Madrid, and the producers need some information about you and your friends. They want to know some personal details about each person in your group, including the names, ages, physical descriptions and personality qualities. They also want to know what makes your group special. Remember that the show can only host four people in addition to you.

Interpretive Listening Task: Listen to descriptions of people then choose the letter of the picture being described.  

Interpersonal Task: Ask and answer questions about personality/physical characteristics, hair/eye color, family/age, and likes. 

Presentational Writing Task: Write sentences describing yourself, a friend or family member of the opposite gender as you, and you and your friend or family member together. 

Unit 2: My School Life

Context for the Integrated Performance Assessment: A visiting international student arrives at your school from Alicante, Spain. In an attempt to learn more about school life in his/her country, you visit their school’s homepage and find out what the school is like and how his/her classes are set up throughout the week.

Interpretive Task: Read an article about a student’s school life and complete a questionnaire based on the information you read.

Interpersonal Task: Ask and answer questions about school life. 

Presentational Task: Write about your school day. Include: what classes you have and when, what classes you do/don’t like and why, what you do in your classes, what you have to do in your classes, and where you go during/after the school day. 

Unit 3: Let’s Eat!

Context for the Integrated Performance Assessment: Compare and discuss the cultural practices of mealtime Spain.

Interpretive Task: Study the photograph of a family eating and answer the questions.

Interpersonal Task: Ask and answer questions about eating habits. 

Presentational Task: Write an explanation of your and/or your family’s eating habits.

 Unit 4: Home Sweet Home

Context for the Integrated Performance Assessment: You are moving to a new house. Your parents have made a deal with you: you can decorate your bedroom however you want. There’s one catch, though – you must provide a weekly chore schedule along with your bedroom design. Before you can start decorating, you must present your plans to your parents for approval.

Interpretive Task: Study the photograph of a bedroom and answer the questions.

Interpersonal Task: Ask and answer questions about a room in a home. 

Presentational Task: Describe your ideal bedroom and include a weekly chore list. 

Unit 5: My Community

Context for the Integrated Performance Assessment: You are staying with a family in Madrid, Spain, and you want to find out more about their hometown and for them to know about your hometown.

Interpretive Task: Study a city map and answer questions.

Interpersonal Task: Make plans with a partner to determine activities you will do on specific days, at specific times, in specific places, and what type of transportation you will use. 

Presentational Task: Write a description of different activities you do in Greenville and what you are going to do when you visit Madrid. 

Course Assessment Plan and Grading Scale:

In accordance with Greenville County School District:

Major assessments are worth 60% (for example, IPA, long term in-class and out-of class projects, tests, etc.).

Minor assessments are worth 40% (for example, quizzes, homework, participation, etc.). 

Overall grade is calculated as 1st quarter grade = 45%, 2nd quarter grade = 45%, final exam = 10%

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = 0-59

Required & Recommended Reading:

Textbook : Auténtico 

Pacing Guide:

This is an approximate timeline of where the class will be. More time will be added as necessary.

Intro Unit - Let’s Get Started: Weeks 1-2 Unit 3 - Let’s Eat!: Weeks 9-11

Unit 1 - My Friends & I: Weeks 3-5 Unit 4 - Home Sweet Home: Weeks 12-14

Unit 2 - My School Life: Weeks 6-8 Unit 5 - My Community: Weeks 15-17

Materials needed for class:

• 1” binder  

• Lined notebook paper 

• Writing utensils (pencils, pens, etc.) 

Classroom Expectations:

1. Always be respectful to everyone.

2. Be prepared.

3. Work at your full potential.

4. Follow directions the first time.

5. Be a good listener.

6. Participate!

7. Have a positive attitude.

8. Be on time - to class and turning in homework.

9. Speak when appropriate.

10. Leave excuses at the door.

Late work procedures for Wade Hampton High School:

Students are expected to complete and turn in assignments on time on the original due date and to complete all quizzes and tests on time.  All assignments, quizzes and/or tests NOT turned in on time will be determined late.

Minor Grades

 (homework and classwork)

• A zero will be put in the gradebook as a placeholder until the assignment is completed and turned in.

• The teacher may deduct for lateness:

  • Up to 20 % for assignments turned in before the major assessment.

  • Up to 40 % for assignments turned in after the major assessment.  

• All late work must be turned in before the date determined by the grading deadlines. (Ex. end of grading period)

Example:  The assignment is due on March 8.  The student turns in a completed assignment on March 11. The test is on  March 15.  The student could earn between 80 and 100 percent of the possible points.

Quizzes & Tests

• If a quiz or test is missing, a student is expected to make it up.  

• A zero will be used as a placeholder until the quiz or test is completed.

• We will not take any percentage off for late quizzes and tests.

• Students may make up quizzes and tests until the end of the grading period (with enough time for teachers to grade before grades are due.)

Major Assessments 

(not tests)

• Teacher rubrics will include due dates and expectations for completion.

• The teacher may deduct for lateness:

  • Up to 20 % for projects turned in before the next major grade

  • Up to 30 % for projects turned in after the next major grade 

• All late work must be turned in before the date determined by grading deadlines.

Redo/Retake/Revision Procedures:

Students are allowed to retake any quiz from the quarter only one time. A test-correction opportunity is provided for the irregular preterite test, as well. Quiz retakes must be student initiated and scheduled with the teacher.  No unit IPAs can be retaken. 

Further updates on the way!