Syllabus

“Señora” Mary Stanford - Room 209

          Spanish 2 CP  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 second 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 four relevant, real-world theme based units: Who Am I?, How Have I Changed?, What Are My Choices? and Where Am I Going? The prerequisite for this class is successful completion of high school Spanish 1.

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/on, multiple choice, short answer), Total Physical Response (TPR), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and Google Slides 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 2, students should rate at a Novice Mid level for listening in which the students can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies and understand the main idea of conversations that they overhear.  For speaking, students should rate at a Novice High level (interpersonal - Novice Mid-High) in which students can present information on most familiar topics using a series of simple sentences.  For reading, students should rate at an Intermediate Low level in which they can understand the main idea of short and simple texts when the topic is familiar.  For writing, students should rate at a Novice High level in which they can write briefly about most familiar topics and provide information using a series of simple sentences.

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 Integrated Performance Assessments (IPAs). These IPAs measure a student’s ability 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.

  Unit 1: Who am I?

Interpretive: Read short descriptions about three different people. Answer true/false statements about the people based on what you read.

Interpersonal: Play “Guess who?” with a classmate to identify a celebrity.

Presentational: Write a letter to your new principal introducing and describing yourself and a classmate. Ask questions to find out what your new principal is like.

 Unit 2: How have I changed?

Interpretive: Read about someone's childhood and answer T/F questions and short answer questions.

Interpersonal: Ask a classmate questions to find out what their childhood was like.  Answer their questions in complete sentences and ask follow-up questions when appropriate.
Presentational: Describe what happened at different points in your life. Compare it to someone else's life/childhood.

Unit 3: What are my choices?

Interpretive: Read an article related to one of this unit’s 4 major topics: daily routine, health, transportation, or dating/relationships. Answer true/false statements and respond to short answer questions.

Interpersonal: Create a video incorporating and performing your daily routines.

Presentational: Write about your own choices regarding daily routines, health, transportation, and dating/relationships. Give advice to another person regarding his/her life choices.

 Unit 4: Where am I going?

Interpretive: Read job ads and answer true/false and multiple choice questions.

Interpersonal: Ask a classmate questions about his/her future AND about what he/she would do in a certain situation; answer his/her questions in full sentences.

Presentational: Express what will happen in the future and what would happen under certain circumstances using the appropriate grammar and vocabulary.

Grading Policy/Practices:

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%. 

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

Required & Recommended Reading:

Textbook:  Auténtico 

In-class reading: Variety of authentic articles, short stories, and materials from authentic websites.

Students can bring an English-to-Spanish dictionary to use during in-class activities (not on quizzes/major assessments) but it is not required.

Pacing Guide:

Unit 1:  Who Am I? Weeks 1-4 

Unit 2:  How Have I Changed? Weeks 5-8 

Unit 3:  What are my choices? Weeks 9-12 

Unit 4:  Where Am I Going? Weeks 13-16 

Learning Objectives:

Unit 1:  Who Am I?

Within the context of this unit, students will use the target language to demonstrate performances in listening, speaking, reading, writing, and interculturality in the Novice High- Intermediate Low range of proficiency by the end of the unit. Student performance tasks  include, but are not limited to the following:

• Describe the image they project to other people

• How other people view them

• Clothing preferences

• Talk about what makes a good match between people

• Recommend who might be interested in joining school and community activities

• Explain how their choice of dress, interests, and activities in which they choose to participate make them unique

Unit 2:  How Have I Changed?

Within the context of this unit, students will use the target language to demonstrate performances in listening, speaking, reading, writing, and interculturality at the Intermediate Low level of proficiency by the end of the unit. Student performance tasks include, but are not limited to the following: 

• Understand the main idea and some details about someone’s childhood, especially with visual support. 

• Obtain and provide information about childhood expressions of play and activities

• Express various time frames of infancy and childhood

• Describe a childhood event or recount an event in a logical sequence of sentences

• Talk about what they used to like and dislike when they were children. 

• Tell a simple story about a childhood memory, or a recent family trip or event

• Describe what they used to do when they were children. 

• Give a short presentation on a personal childhood experience.

Unit 3:  What are my choices?

Within the context of this unit, students will use the target language to demonstrate performances in listening, speaking, reading, writing, and interculturality in the Novice High-  Intermediate Low level of proficiency by the end of the unit. Student performance tasks include, but are not limited to the following:

• Describe how their choices and obligations define them. 

• Tell someone about their day, activities, an event in a simple sequence of sentences

• Give a short presentation on a personal experience or very familiar topic

• Describe their daily routine 

• Compare their normal daily routines with the typical routine in the target culture(s).

Unit 4:  Where Am I Going? 

Within the context of this unit, students will use the target language to demonstrate performances in listening, speaking, reading, writing, and interculturality at the Intermediate Low level of proficiency by the end of the unit. Student performance tasks include, but are not limited to the following:  

• Describe what they plan to do next in their school or work lives, and explain why. 

• Understand some information on job postings.

• Understand the basic requirements for a career as described on a website or brochure

• Ask and answer questions about future plans.

• Elaborate on preferences and opinions about future careers choices, and give reasons. 

• Write a recommendation of a career website and give reasons why others might find it useful.

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.