Purpose of this syllabus: This syllabus provides an overview of the course goals, expectations, materials, and assessment criteria. 

Course Title: Spanish 2  

Teacher:  Sra. Brown (long term substitute)/ Sra. Williford

Contact Information: BrownC2@issaquah.wednet.edu/ 

Course Description: FO320 A/B - Spanish 2  

Course Goals:  Improve language proficiency in Spanish 

Course Outline by Semester : We will cover 6 lessons: EntreCulturas 2. Each lesson includes a general theme which is then further explored through vocabulary, grammar, audio, video, reading and communicative activities. 

 

Unit -Theme	Goals	Grammatical Structures
Unit 1. Aficionados Unidos	Listen to and read about the interest and activities of young people in Spanish-speaking countries.  Exchange invitations and information about sports and extracurricular groups or clubs.  Share information with others about community events.  Investigate how common interests unite people in different cultures.	Asking Questions, Expressing Preferences and Obligations, Making Comparisons
Unit 2. La plaza Mayor	Listen to and read about places in the Spanish-speaking world where people interact in person and virtually.  Exchange information about the places and ways you interact with others.  Present information about your shopping habits and social interactions.  Investigate how technology can provide opportunities for intercultural experiences.	Affirmative tú commands, Impersonal se, Reciprocal Verbs
Unit 3. La cocina de mi familia	View, listen to, and read information about food.  Exchange information about your own food preferences now and in the past.  Present to others about some foods you enjoy with family and friends.  Investigate how the foods we eat connect us with the world and impact the environment.	Imperfect –ar verbs, Direct Object Pronouns, Imperfect -er and -ir verbs, Irregular verbs.
Semester 2.
Unit 4. La cultura de la naturaleza	Interpret images, texts, and videos to discover the natural world in Spanish-speaking areas and the activities people enjoy there.  Exchange information about past travel and experiences in nature.  Present information about past experiences.  Investigate and compare how cultural practices reflect values relating to the natural world and conservation.	Preterit (regular and irregular verbs)
Unit 5. niLas piedras hablan	Interpret texts about past civilizations and future communities.  Exchange information about communities in the past and present.  Present ideas for the development of communities in the future.  Explore the influence of the past on the present lives of individuals and communities.	Imperfect and Preterite, Interpersonal expressions with infinitives.
Unit 6. Comunidades Unidas	Interpret information about volunteer projects and opportunities.  Exchange information about the ways in which people contribute to their home, school, and greater communities.  Describe the ways in which people can work together and make connections with each other.  Explore the ways in which people celebrate cultural heritage and contribute to united communities.	Preterit Stem-Changing verbs, Indirect object Pronouns, Negative tú commands.

  

 Required Course Materials and Supplies 

• Textbook. Entreculturas 2 (online or physical version)
• Technology. Laptop is required (to access to Canvas class, textbook and classwork) 
• Supplies: pencil or pen, the packet (guided notes, classwork) & laptop and charger to access to Canvas and classwork.  

Grading Policies 

Grade Percentages:  

Letter Grade    Range 

A                      93-100 

A-                    90-92.99 

B+.                 87-89.99 

B                      83-86.99 

B-                    80-82.99 

C+                  77-79.99 

C                      73-76.99 

C-                   70-72.99 

D+                  67-69.99 

D                      60-66.99 

F                       0 -59.99 

Grades will not be rounded. A 92.99% is an A-. 

  

Assessment Criteria 

Grading categories and types of work: This is called Assignment Groups in Canvas, Assignment Group Weights  

Category weights:  

Proficiency Building, 50%: includes in-class work, in-class speaking practice, entry/exit tasks, learning-checks, Can Do statements, etc.   

Assessments, 50%: includes tests, projects, finals, performance tasks, etc. Students missing an assessment need to make it up as soon as possible, preferably during Flex Time, for full credit. 

Recovery Plans: 

Proficiency Building assignments: Redone or late work can be turned in until the end of the unit for full credit.  

Assessments: Retakes on performance writing and speaking assessments are offered to students who scored below 93% and can earn up to 100%. The retake score, even if lower, will be the grade. Retakes can be done until the end of the following unit.  
There are no retakes on interpretive assessments.  

  

Homework type/purpose/volume/frequency: 

Type: Proficiency building activities like: vocabulary practice, studying for a Can-Do, finishing in-class work, etc.  

Purpose: To improve Spanish Skills. These activities are not graded. 

Volume: 10 to 15 minutes.  

Frequency: Daily 

Classroom Values and Expectations 

How is SEL embedded into the course:   

• Self-Awareness: Looking at a proficiency rubric, students will decide where they currently fall and set goals for proficiency growth. Students will reflect on their current linguistic abilities and what actions they can take to improve. 
• Self-Management: Students will reflect on their study habits and how those actions affected their quiz, test scores and proficiency. Students will then decide what behaviors they could change to improve. 
• Social Awareness: Students will learn about other cultures through varied perspectives and social interactions. 
• Social Management: Students will learn to manage their cell phone, headphone, and tech devices to get the most out of their learning and social interactions during class time. 
• Self-Efficacy:  Students will learn that language acquisition is a process that takes perseverance.  
• Social Engagement: Students will create a sense of community within the classroom by encouraging others to build their language proficiency. 

PURSUE EXCELLENCE	ACT WITH INTEGRITY	TAKE CARE OF EACH OTHER
-Participate to the best of your ability  -Come prepared and ready to learn  -Follow through with assigned tasks  -Take risks and embrace that failure is a part of success  -Be willing to ask for help	-Be accountable for your choices  -Have a growth mindset      -Use technology for the purpose of learning  -Present yourself honestly  -Take pride in your work	-Look for strengths in all people                                                        -Practice empathy                 -Respect personal differences  -Embrace and encourage collaboration  -Advocate for each other

   

Academic Integrity: Please refer to the ISD student handbook for the districtwide academic integrity policy.  

Academic Integrity:   

Remember that you are in Spanish class to learn how to use the language to communicate! Using Google translate, ChatGPT, or other forms of AI do not show what you can do with your new learning nor do they help you to build proficiency. Mistakes at this beginner level are expected, as indicated in the proficiency rubrics. In this class mistakes are expected, inspected, and respected.   

  

What might academic dishonesty look like in the language classroom?  

1. Using someone else’s work as your own 
2. Having a native speaker, fluent speaker, tutor, upper level student do the work for you or help you to produce work beyond YOUR proficiency 
3. Copy pasting online text into your coursework 
4. Using a translation or AI to produce your own work  

What might happen if a student does not follow academic integrity guidelines?  

1. Redo the work following the academic integrity guidelines. 
2. Teacher will communicate with your Parent/Guardian. 
3. Administrator Notified