Bienvenidos a la Clase de Español!
Welcome back to UA! I hope you enjoyed a restful summer and be prepared to begin this new school year full of challenges that together, as a team, we will achieve. Let's turn difficulties into learning opportunities that strengthen us. I am excited to be your Spanish teacher this school year.
I was born and raised in Caracas, Venezuela. I attended Andres Bello Catholic University, where I earned my bachelor's degree in Education. I have taught middle school Spanish since 2003 and since last year High School. Teaching is my passion, I love to see my students grow in knowledge with tools that make them walk towards excellence everyday. I'm honored to be at UA!
Spanish II "This Spanish course is a continuation to the study of the target language and its culture. It allows students to perform some novice high functions of the language. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to speaking skills. The context focuses on the adolescents' lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout and is selected according to the language needs. Some topics include: Irregular and stem changing present tense, regular and irregular preterite, imperfect, reflexive verbs and all type of pronouns. Vocabulary topics such as routines, clothes, bedroom, habits, childhood, places, tourism among others.."
Spanish III Honors "Is offered to highly motivated students who want to be challenged in the target language in their listening, speaking, reading, and writing skills, as they create with the language and access various materials (short literary texts, authentic materials, technical manuals and other media) on generally familiar topics. Students will be expected to come into the class with a solid foundation of Spanish 1 and 2 grammar and vocabulary. Students identify main idea(s) and some details in discussions, presentations, and written texts within a cultural context; read and interpret authentic materials; narrate and describe in a series of sentences, groups of related sentences, and short cohesive passages in present, past, and future time as they pursue language fluency up to their current level. Students continue to refine their knowledge and understanding of the target language and culture(s) and their own by examining the interrelationship of other cultures to their own, by demonstrating behaviors appropriate in target cultures, and by applying their knowledge and skills inside and outside of the classroom setting. Integration of other disciplines is ongoing throughout the course. Students should expect the rigor of an honors class including being proactive with assignments and staying current with the pacing of the class. Two research assignments are required for successful completion of the course."
Grading Policy:Spanish department uses the following categories for grades. All graded work will be posted on CANVAS.
- Grammar/vocabulary quizzes.
- Skills assessments on speaking, writing, reading, listening.
- Projects that measure writing or Speaking skills
- Final tests
- Any work including but not limited to exit tickets, online classwork, worksheets, use of Spanish, etc.
Spanish department uses a “Standards –Based” grading system for skills . This scale is accordance to the High School Grading Philosophy and the North Carolina Standards . This means that students will be graded on how well they can perform a skill of the language in a qualitative way (see rubric below). As we learn a new structures students will have repetitive practice and feedback in order to achieve the expected level of proficiency.
The following chart/scale will be the rubric to determine the Skills assessment grade:
90-100 (4) - Mastery- Student performs at proficient level and always expands with minor to no errors. Student masters the topic or concept.
80-89 (3) - Proficient- Student uses required vocabulary, grammatical structures, and spelling/pronunciation correctly most of the time. Student understands the topic or concept.
70-79 (2) - Developing- Student demonstrates the skill, but errors are common. Inconsistent use of vocabulary, grammatical structures, and/or spelling/pronunciation impedes communication. Student needs assistance to understand the topic or concept.
60-69 (1) - Little Evidence- Student shows low skills. Errors are common and shows lack of required vocabulary and/or grammatical structures. Student struggles to understand the topic or concept.
50-59 (0)- No Evidence- No evidence of mastery/ no course credit