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Syllabus

The document outlines the curriculum for Spanish IV and Spanish IV-H for the academic year 2024-2025, emphasizing a demanding workload for motivated students. It includes objectives such as expanding vocabulary, improving conversational skills, and understanding Latino American cultures, alongside various assessments and grading breakdowns. Essential questions and student learning outcomes focus on communication proficiency and cultural connections.

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2 views4 pages

Syllabus

The document outlines the curriculum for Spanish IV and Spanish IV-H for the academic year 2024-2025, emphasizing a demanding workload for motivated students. It includes objectives such as expanding vocabulary, improving conversational skills, and understanding Latino American cultures, alongside various assessments and grading breakdowns. Essential questions and student learning outcomes focus on communication proficiency and cultural connections.

Uploaded by

aurorak447
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Ms.

Garcia
Academic Year 2024-2025
This section represents a demanding workload intended for students exhibiting
the personal motivation to converse and understand the target language as well
as the reading and writing aptitude to excel after all of the years of study. While
vocabulary is expanded and an increasing variety of verb tenses and forms are
learned, this course will expose students to the use of the target language more.
Knowing how to ask questions, have conversations and describe situations
more uently. Supplementary audio, videos, and lms continue to be a part of
regular instruction as well as reading selections from magazines, newspaper
articles and short stories by native writers. Compositional work gives students
the opportunity to interpret and analyze their thoughts and opinions on current
events as well as themes and characters read. Projects, presentations, and
collaborative group work will enhance student comprehension and appreciation
of concepts studied. While the focus will be on learning Spanish grammar and
pronunciation, a signi cant amount of time will be devoted to understanding
how latino american cultures live.

This section represents a demanding workload intended for students exhibiting


the personal motivation to converse and understand the target language as well
as the reading and writing aptitude to excel after all of the years of study. While
vocabulary is expanded and an increasing variety of verb tenses and forms are
learned, this course will expose students to the use of the target language more.
Knowing how to ask questions, have conversations and describe situations
more uently. Supplementary audio, videos, and lms continue to be a part of
regular instruction as well as reading selections from magazines, newspaper
articles and short stories by native writers. Projects, presentations, and
collaborative group work will enhance student comprehension and appreciation
of concepts studied. Placement in this section requires a year-end average of A-
in Spanish III and strong recommendation by the student's instructor. While the
focus will be on learning Spanish grammar and pronunciation, a signi cant
amount of time will be devoted to understanding how Latino American cultures
live.

The main di erence between Spanish IV and Spanish IV-H is the expectations
for the use and implementation of the target language. The word requisition in
written test, the requested time in speaking, class used of the language and
independent learning expectations.
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Essential Questions
1. What are the bene ts to being able to communicate in another language?
2. How are words, phrases & sentences di erent and similar in English and
the target language?
3. How well can a person interact with a native speaker in the target
language?
4. How does one express preferences, feelings, emotions, and opinions in
detail in the target language?
5. What is the story of some Latin American countries?

Student Learning Outcomes

1. Students will be able to read and understand simple Spanish passages and
answer some questions about it.

2. Students will know an overview of some latino celebrations, learn Mexican


traditions, and connect with other cultures.

3. The students will demonstrate a proficiency to communicate thoughts,


preferences, feelings, emotions and opinions in the foreign language.

4. The students will apply knowledge of the target language in speaking,


reading, writing and listening comprehension.

5. Students will know an overview of some latino celebrations, learnMexican


traditions, and connect with other cultures.

Types of Assessments
- Vocabulary and grammar (conjugations)
- Oral expression.
- Written assignments
- Reading comprehension
- Projects or presentations.

Textbooks - Assigned by the teacher if needed accordingly.


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Grading Breakdown
Homework/Duolingo - 20%
Quizzes - 15%
Presentation 15%
MidTerm or nal project 20%
Participation 30%
• Listening comprehension activities
• Writing activities
• Speaking, oral language
• Reading activities

MidTerm grading
Writing 30 %
Listening activity 20%
Reading comprehension 20%
Speaking 30%
Oral and Writing grading scales
4- 90-100
3- 80- 89
2- 70- 79
1- 60 - 69

Grading rubric
CONTENT: The adequacy of the information presented, including the
number of ideas, the development of ideas, and the depth and
speci city of supporting details
COHERENCE: the organization and clarity of the ideas communicated
GRAMMAR: the accuracy of grammatical and syntactic constructions
(e.g., conjugation of verbs, appropriate use of tenses, subject/pronoun
and article/noun agreement)
VOCABULARY: the command of vocabulary and idiomatic
expressions and appropriateness of word choice
FLUENCY: the ability to maintain a ow of speech, without hesitations
or pauses that a ect the overall comprehensibility of the response
PRONUNCIATION: the comprehensibility of articulation and the
appropriateness of stress
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TIME: The ability to use the language the amount of time assigned by
the instructor.

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