In Level 2 Spanish, students develop proficiency based on the World-Readiness Standards for Learning Languages. These include the three modes of communication: Interpersonal (speaking/listening), Interpretive (reading/listening) and Presentational (writing/speaking). The student also develops an understanding of the culture and people of the Hispanic world.
World-Readiness Standards for Learning Languages – 5Cs
The standards indicate what students should know and be able to do as they study and learn Spanish.
Communication: Communicate in another language, Interpersonal, Interpretive, Presentational skills
Cultures: Gain Knowledge and Understanding of Other Cultures
Connections: Connect with Other Disciplines and Acquire Information
Comparisons: Develop Insight into the Nature of Language and Culture
Communities: Participate in Multilingual Communities at Home & Around the World
Common Core and 21st Century Skills:
These standards align with the English Language Arts Common Core which includes: listening, speaking, reading, and writing. Learning other languages and understanding the culture of the people who speak them is a 21st Century skill that is vital to success in the global environment in which our students will live and work.
Purpose of Grading
End of Semester Grades: To communicate information about student proficiency on content standards.
-- To provide information to students for self-evaluation
-- To provide classroom/program information for student evaluation and to guide instruction
--Common summative/formative assessments will be embedded in classroom practice to inform student progress towards standards
Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.
Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
There will be at least 3 Summative assessments per unit. These will assess proficiency in the standards using the 3 modes of communication: Interpersonal, Interpretive, and Presentational which include conversational speaking/listening, listening/reading for comprehension, and presentation speaking/ writing. These may include an Integrated Performance Assessments (IPA) or project. Students will have the opportunity to retake some portions of these assessments.
There will be daily activities to build proficiency in the language using a variety of ways to demonstrate mastery of the standards.
This will also include speaking performance, Spanish only! Students are expected to use Spanish only. Daily participation in the language is important for developing proficiency. Don’t be afraid to try. This is a safe place to practice and learn.
Grading Scale (%)
Grades and percentages:
Below 60% BS
ES – Exceeds Standard, MS – Meets Standard, AS – Approaching Standard, BS – Below Standard
All work must be completed in a timely manner and turned in on their due date. Late work must be made up within one week. Extensions must be justified with the teacher for extenuating circumstances. Students still must demonstrate proficiency with their language skills.
Classroom Expectations REP Everett!!
Be Respectful – be considerate of others, the staff, and yourself, show empathy for our differences.
Be Engaged – actively participate, explore, take risk, have a growth mindset.
Be Prepared – come prepared, be responsible, trustworthy and have integrity.
Technology – only when allowed by the teacher, you will learn to use language websites, applications, and dictionaries properly. Improper use will result in detention and parent contact.
Academic Honesty – do your own work, no cheating; don’t use an online translator to do your work.
Absent/Tardy – You must contact the attendance office to have it marked excused, otherwise it will be marked as unexcused. You must contact me to make up any work.
Hall pass – For restrooms on this floor only. Use quickly and sparingly.
Food or drinks – must not be a distraction or consumed during the lesson, water bottles are okay.
Gum – I don’t want to see it or hear it. Please don't stick it on the furniture, get up and throw it in the trash.
Dress – be appropriate, remove hats for the pledge of allegiance.
If there is a violation of school or classroom policies, incidents will result in the following:
An incident results when a student’s behavior interferes with the learning process.
Consequences: Warning, conference with student, parent contact, detention, or Administrator referral. (It could be any combination of this depending on the incident).
Auténtico Spanish 2
A. ¿Cómo eres tú? Repaso: describing people; asking for information; nationalities; adjective agreement; the verb ser
B. ¿Qué haces? tRepaso: leisure activities; seasons of the year; regular -ar, -er, and -ir
Tu día escolar
1A ¿Qué haces en la escuela?
VOCABULARY: classroom items, activities, and rules
GRAMMAR: (Repaso) stem-changing verbs; affirmative and negative words
1B ¿Qué haces después de las clases?
VOCABULARY: extracurricular activities
GRAMMAR: making comparisons; (Repaso) the verbs
saber and conocer; hace + time expressions
Un evento especial
2A ¿Cómo te preparas?
VOCABULARY: daily routines, getting ready for an event
GRAMMAR: reflexive verbs; (Repaso) the verbs ser and
estar; possessive adjectives mío, tuyo, suyo
2B ¿Qué ropa compraste?
VOCABULARY: shopping vocabulary, prices, money
GRAMMAR: (Repaso) the preterite of regular verbs; demonstrative adjectives
3A ¿Qué hiciste ayer?
VOCABULARY: running errands; locations in a downtown; items purchased
GRAMMAR: (Repaso) direct object pronouns; the irregular preterite of the verbs ir, ser, hacer, tener, estar, poder
3B ¿Cómo se va . . . ?
VOCABULARY: places in a city or town; driving terms; modes of transportation
GRAMMAR: (Repaso) direct object pronouns: me, te, nos; irregular affirmative tú commands; (Repaso) present progressive: irregular forms
Recuerdos del pasado
4A Cuando éramos niños
VOCABULARY: toys; play terms; describing children
GRAMMAR: the imperfect tense: regular verbs and irregular verbs; (Repaso) indirect object pronouns
4B Celebrando los días festivos
VOCABULARY: expressions describing etiquette; holiday and family celebrations
GRAMMAR: the imperfect tense: describing a situation; reciprocal actions
5A Un acto heroico
VOCABULARY: natural disasters; emergencies; rescues; heroes
GRAMMAR: the imperfect tense: other uses; the preterite of the verbs oír, leer, creer, and destruir
5B Un accidente
VOCABULARY: parts of the body; accidents; events in the emergency room
GRAMMAR: the irregular preterites: venir, poner; decir, traer; the imperfect progressive and preterite
La televisión y el cine
6A ¿Viste el partido en la televisión?
VOCABULARY: watching television programs; sporting events
GRAMMAR: the preterite of -ir stem-changing verbs; other reflexive verbs
6B ¿Qué película has visto?
VOCABULARY: movies; making a movie
GRAMMAR: verbs that use indirect objects; the present perfect
7A ¿Cómo se hace la paella?
VOCABULARY: cooking expressions; food; appliances; following a recipe; giving directions in a kitchen
GRAMMAR: negative tú commands; the impersonal se
7B ¿Te gusta comer al aire libre?
VOCABULARY: camping and cookouts; food
GRAMMAR: Usted and ustedes commands; uses of por
Cómo ser un buen turista
8A Un viaje en avión
VOCABULARY: visiting an airport; planning a trip; traveling safely
GRAMMAR: the present subjunctive; irregular verbs in the subjunctive
8B Quiero que disfrutes de tu viaje
VOCABULARY: staying in a hotel; appropriate tourist behaviors; traveling in a foreign city
GRAMMAR: the present subjunctive with impersonal expressions; the present subjunctive of stem- changing verbs
¿Cómo será el futuro?
9A ¿Qué profesión tendrás?
VOCABULARY: professions; making plans for the future; earning a living
GRAMMAR: the future tense; the future tense of irregular verbs
9B ¿Qué haremos para mejorar el mundo?
VOCABULARY: environment; environmental issues and solutions
GRAMMAR: the future tense: other irregular verbs; the present subjunctive with expressions of doubt
Materials needed Course Materials
Notebook and folder Online resources - www.lansberrylanguage.com
Writing utensils Auténtico 2
Writing paper (for notes and daily journal)
Spanish/English Dictionary (recommended)
Parent/Guardian, we look forward to partnering with you in the education of your child. The course information is provided in an effort to increase our communication about what is happening in school. Our mission is to graduate all of our students ready for college, careers and their future. Thank you for your support and for reading this course syllabus. After reading the syllabus, please sign below and return this page to the teacher.
I authorize my student to use the internet and online sites that support language learning. Also, my student may watch Spanish language and cultural movies rated: G, PG, PG13, or R.
If not, please state and which ratings: __________________________________________________
Also, my student may be in photos used for the language classroom: If not, mark no: __________
Student Name (please print):_____________________________________________________
Student Signature:_____________________________________________ Date:______________
Parent Signature:______________________________________________ Date:______________
Mark which Spanish classes you have completed at a High School or Middle School:
___ Spanish 1
___ Spanish 2
___ Spanish 3
___ Spanish 4
Do you speak Spanish at home?
___ Yes ____ No _____ a little
Have you visited or lived in any Spanish speaking countries:
___ Yes ____ No If so, where? ____________________________________
Do you have any of the following that you can use in school with internet access:
_____Smart phone _____ Tablet ____Laptop