Hillcrest Middle School
Caring. Committed. Connected.
Welcome to Spanish I!
Communication
Janine A. Hadley
Email: jhadley@greenville.k12.sc.us
Phone: (864)-355-6130
Website Link: https://sites.google.com/greenvilleschools.us/srahadley/home?
Supplies
Online Textbook: Auténtico I SAVVAS (Pearson) 2018
Workbook: Auténtico I SAVVAS (Pearson) 2018 [provided to student]
Recommended Materials: The following materials will assist you in learning Spanish to your fullest potential:
1. Composition notebooks for interactive notebooks [provided to student]
2. Chromebook [fully charged]
3. Folder for handouts
4. Pens and pencils
4. Adhesive clear tape
5. Colored pencils
6. Scissors
7. Mini-staplers and staples
8. Post-it notes
Classroom Expectations
All students are expected to maintain acceptable behavior in and out of school. At HMS we expect that all Wildcats demonstrate positive character and behavior. Any behaviors that oppose a positive learning environment will be subject to the HMS discipline policy. Please see the student handbook for additional information.
Grades
Percentages will be recorded in Powerschool for all items assessed. Each progress report and report card will be assessed by applying designated weighted percentages to the following items:
Minor Assessments: 30%
-Integrated Performance Assessments (IPAs)
· Interpretive Tasks
· Interpersonal Tasks
· Presentational Tasks
-Quizzes
-Classwork
-Class Participation
Homework: 10%
-Notes and Vocabulary
Major Assessments: 60%
-Integrated Performance Assessments (IPAs)
· Interpretive Tasks
· Interpersonal Tasks
· Presentational Tasks
-Tests
-Projects
-Notebook Checks
Explanation of Terminology:
Interpretive Task-Student derives meaning by listening or reading, a one way activity without negotiation.
Interpersonal Task-Two-way conversation where meaning is negotiated by both parties through speaking or writing.
Presentational Task-Communication via a prepared oral or written statement that a student has time in advance to prepare and edit.
Grading Policy
A floor of 50 will be applied to quarter report cards for all high school classes taught in middle school. The floor will not be applied to interim progress reports.
Grading Scale: A (90-100) B (80-89) C (70-79) D (60-69) F (50 or less)
Major Assessments: 60% Minor Assessments: 30% Homework: 10%
Late Work Policy
If classwork or homework is half done, students receive a 50. If the assignment is not done at all, students receive a 0. Regarding projects, 10 points will be taken off each day that they are late. After five school days, the project will not be accepted and the student receives a 0.
Student Absences:
3 days or less: 7 days to make up work without penalty from the date of return. After 7 days, work will not be accepted for a grade. NHI will be documented as final grade.
4-7 days: 10 school days to make up work without penalty from the date of return. After 10 days, work will not be accepted for a grade. NHI will be documented as final grade.
+7 days: Students with documented extended illness will be handled on a case by case basis with guidance from administration.
Redo Policy
All students have the opportunity to correct major tests (not projects) for mastery of content. It is the student's responsibilty to request this opportunity from the teacher according to the following guidelines:
ALL students are eligible for the redo policy, no matter the grade; all redos must be completed within 5 days of the return of test date.
Teachers can offer either test corrections or a condensed assessment retake of the standard requiring remediation.
Redos must be completed during PAWS, 8:00-8:25 AM, or any scheduled time with the teacher. The time could also be during lunch, or related arts (if approved by the Related Arts teacher).
Test corrections must be in writing explaining the correct answer and what mistake the student made.
Recorded grade will be the highest score. If multiple assessments are required to master the content, then best practice would be to have multiple assessments.
Schoolwide minimum score in order to complete a re-take is 69 or below.
Reteaching should be done before a redo or test corrections AND student(s) need to know what they missed to be able to master that content for the redo.
Redo/corrections should be made only to those parts of the test missed.
Corrections OR a new assessment can be given as a redo/retake.
Midterm and Final Exam
Midterms and Final Exams will be administered because Spanish I is a high school class. The midterm exam will be given at the end of the first semester and will allow the students to demonstrate what they have learned. It is weighted 10% of the first semester grade. The final exam will be given at the end of the second semester. Like the midterm, it allows students to demonstrate what they have learned. It is weighted 10% of the second semester grade.
Spanish I Course Overview
Spanish I Course Description
In this course, students will first begin to develop listening and speaking skills, then read and write what they can say—familiar words, commands, phrases, short sentences, and basic questions. They will learn to use predictable language in familiar settings. They will start to develop cultural awareness and the ability to recognize the products, practices, and perspectives of the culture. They will also use the language to expand their knowledge in all content areas.
South Carolina World Language State Standard
Level One Proficiency Benchmarks: Novice
At the end of level one, students can consistently demonstrate the following levels of proficiency regardless of context:
INTERPRETIVE:
I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.
End of Year Target: Listening Novice Mid / Reading Novice High
INTERPERSONAL:
I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
End of Year Target: Novice Mid
PRESENTATIONAL:
I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
End of Year Target: Speaking Novice Mid-High / Writing Novice Mid
INTERCULTURAL:
In my own and other cultures I can identify products and practices to help me understand perspectives. I can interact at a survival level in some familiar everyday contexts.
End of Year Target: Novice
*Note: Students will not always progress to a new proficiency level each year.
SCCCR Standard for World Language Proficiency 2019 (p. 12)
Major Units of Study For Spanish 1 (may change at the discretion of the teacher)
Preliminary Unit: Let’s Get Started!
*At the end of the unit, I can:
-recognize common greetings, introductions and leave taking expressions when I hear them.
-react and respond in the target language in culturally appropriate ways to classroom routines, teacher instructions and peer requests.
-recognize simple questions.
-identify a few cognates that help me understand the meaning.
-understand some basic personal information found in short readings.
-introduce myself to a classmate and introduce a classmate to others.
-respond to and initiate greetings and farewells appropriately.
-use sentence and question frames/starters I have learned to ask and answer simple questions and ask for clarification when need.
-use a few cognates in the target language.
-ask and answer simple questions and seek clarification when needed.
-use language chunks I have learned to get a few personal and academic needs met.
-imitate basic behaviors associated with greetings, introductions and leave taking.
First Unit: My Favorite Person and I
*At the end of the unit, I can:
-listen for basic information about myself and others when someone describes me and others.
-identify personal information in a novice-level text.
-retell highlights from a culturally authentic children's story that includes physical characteristics and personality traits.
-summarize a novice-level article that includes age, physical characteristics and personality traits.
-introduce myself and others.
-ask memorized questions related to age, physical characteristics and personality traits.
-answer simple questions related to age, physical characteristics and personality traits.
-provide personal information related to age, physical characteristics and personality traits.
-describe myself or someone else.
-adjust intonation (raise or lower pitch) as appropriate for asking a question.
-describe myself, including age, physical and personality traits.
-describe someone else, including age, physical and personality traits.
-describe myself and others, including details about physical and personality traits.
-summarize an article that includes age, physical and personality traits.
-write about self and others, including age, physical and personality traits.
-describe myself and others in a culturally acceptable manner.
Second Unit : My School Life
*At the end of the unit, I can:
-recognize familiar school vocabulary as found in culturally authentic video clips from the target culture.
-demonstrate understanding of commands related to school routine.
-identify information in short readings that describe classes and teachers.
-identify information about supplies needed for class.
-identify information about a target language school.
-identify information related to class schedules and school activities as found in culturally authentic electron information sources and other written texts.
-ask memorized questions related to school life by interacting with classmates and members of the target culture using digital tools and face-to-face communication.
-answer simple questions related to school life by interacting with classmates and members of the target culture using digital tools and face-to-face communication.
-inquire about preferences related to school.
-respond to questions about preferences related to school.
-talk about another person about my school day.
-give a description of my classes and teachers.
-say what classes and teachers I have and when I have them.
-say what materials I have and need for each class.
-talk about my class schedule.
-compare my school day with those of others in target language schools.
Third Unit: Let’s Eat!
*At the end of the unit, I can:
-identify main idea of an authentic text dealing with food products and practices.
-demonstrate comprehension of a series of oral and written directions as related to food products and practices.
-ask memorized questions related to food preferences, products, and practices.
-answer simple questions related to food preferences, products, and practices.
-engage in an unrehearsed conversation to order a meal.
-present information related to food preferences, products, and practices in the target culture based on information found in age- and level-appropriate, culturally authentic materials.
-recognize and use common gestures and cultural practices associated with food.
Fourth Unit : Home Sweet Home
*At the end of the unit, I can:
-identify household chores found in authentic materials from an electronic information source and other sources.
-identify furniture and items in the home as found in videos of home tours from authentic electronic sources, advertisements for homes
on the market, and/or written articles on homes and chores.
-retell highlights from an authentic video or simple written text that includes description of the home and its contents.
-ask memorized questions related to homes (rooms, descriptions of one's home, items in a home, furniture, and chores) using digital tools.
-respond to simple questions related to homes (rooms, descriptions of one's home, items in a home, furniture, and chores) using digital tools.
-use memorized language to express preferences related to the division of household chores.
-compare homes in the target and home cultures.
-compare common household chores in the home culture with common chores in the target culture.
-create a tour of a home from the target culture.
-create multimedia rich visual representation of one’s home or a home representative of the home culture.
-identify culturally specific household items and chores.
Fifth Unit: My Community
*At the end of the unit, I can:
-understand the main idea and the details when I hear people talking about places in a city and when and where events happen.
-listen to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event) to identify the time, location, and purpose of the event.
-select events appropriate for me and my classmates based on our interests, availability, and purpose by listening to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event).
- follow the walking or driving steps needed to get from one place to another based on oral directions connected to an online map.
-read an advertisement about a community function (e.g. concert, film festival, art show, auction, parade, community service event) to identify the time, location, and purpose of the event.
-select events appropriate for me and my classmates based on our interests, availability, and purpose by reading a short text advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event).
-follow the walking or driving steps needed to get from one place to another based on written directions connected to an online map.
-match a series of written directions to the appropriate online maps.
-identify customs and traditions of target cultures, as found in culturally authentic video/audio/written texts.
-identify professions as found in culturally authentic video/audio/written texts related to celebrations.
Other Important Information
Attendance-Please be aware that Spanish I is a high school class and attendance is crucial to your child’s success. If he/she is absent for more than 10 class periods, he/she will not receive credit.
Parent/Guardian Contact-Initial contact will be made by the teacher through a letter in Google Classroom, along with important information concerning the class, giving the teacher’s email address and asking for the parents’ email addresses and phone numbers. Further contact will be made periodically in order to notify parents of students’ grades by way of email. If necessary the teacher will call the parents in regards to good news, discipline or grades.