Embedded Files
Southern Lehigh School District
Middle School Syllabus
Spanish I
2021-2022
The World Language program is a proficiency-based program that is aligned with best practices in the field as outlined by the American Council on the Teaching of Foreign Languages (ACTFL). Instruction and grading practices promote growth in a second language through the three modes of communication: interpretive skills, interpersonal skills, and presentational skills, with language acquisition as the goal.
Interpretive Mode: comprehension ( one way receptive communication)
Presentational Mode: planned (one way productive communication)
Interpersonal Mode: spontaneous (two-way exchange)
Each of the modes are practiced through reading, writing, listening, and speaking activities.
Language is taught through thematic units that integrate cultural awareness.
Weighted Categories
Interpretive Mode Assessments -- 30%
Presentational Mode Assessments -- 15%
Interpersonal Mode Assessments -- 15%
Class Activities -- 40%
Textbook:
Course Requirements:
Students are expected to complete all homework, projects, class assignments, and assessments. Students must also participate in paired communicative activities such as role play and conversational dialogues. Students are expected to record and maintain daily warm ups, class notes and homework in an organized fashion in a notebook/binder. Good attendance and consistent practice are very important in World Language study.
Participation is a critical component of foreign language learning. Therefore, students are encouraged to participate in class as often as possible.
Misuse of online translators is counterproductive to second language learning and not permitted. The first time a student misuses a translator, there will be a warning, parents will be notified, and he/she will be asked to redo the assignment. Any consecutive offenses will result in a zero on the assignment.
Each marking period is worth 20% of a student’s overall grade. The year-long project grade (YP) is worth 20% of a student’s overall average.
Quarter 1: 20%
Quarter 2: 20%
Quarter 3: 20%
Quarter 4: 20%
*YP Project: 20%
*The YP grade is comprised of an ongoing, year-long Google Sites Final Exam Project.
Required Summer Reading/Assignments:
There are no required summer reading assignments for Spanish I.
Course Content:
Para Empezar (An Introduction to Spanish)
Greetings
Numbers
Telling time
The Spanish Alphabet
Classroom objects
Calendar and weather
Unidad 1: Mi vida escolar (My school life)
Why should you study a foreign language?
What do you need in order to be successful in school?
What are some differences between your school and schools in Spanish-speaking countries?
Target Countries/Cultures: México y Guatemala
Unidad 2: Mis amigos interesantes (My interesting friends)
What are my friends like physically and personality-wise?
What do they typically wear?
What sources influence fashion and definitions of beauty?
How do ideals of beauty affect daily life?
What is considered beautiful in different cultures?
Target Countries/Cultures: Venezuela y Costa Rica
Unidad 3: En mi tiempo libre (In my free time)
How do people in different cultures spend their leisure time?
What are some differences between your daily life and the daily life of people in Spanish-speaking countries?
What does “leisure time” mean?
Target Countries/Cultures: Chile y El Salvador
Unidad 4: Navegando el mundo digital (Navigating the digital world)
How does technology connect people?
Why do we use technology?
How does technology influence cultural identity?
Target Countries/Cultures: España y República Dominicana
Unidad 5: Un mundo nuevo (A new world)
What are the benefits of travel?
Why do people move to new places?
How does where you are from influence your identity?
How are challenges in Spanish speaking countries different from challenges where you live?
Target Countries/Cultures: Bolivia y Honduras
Unidad 6: Tradicionales culturas (Cultural traditions)
How are the cultural practices in Spanish-speaking countries different from your own cultural practices?
What elements contribute to cultural identity?
How do language and culture influence identity?
How are the cultural practices in Spanish-speaking countries similar to your own cultural practices?
Target Countries/Cultures: Panamá y Puerto Rico
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