Bienvenidos a la Clase de Español/ 2021-2022
Welcome back students!!! 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 Andrés Bello Catholic University, where I earned my bachelor's degree in Education. I have taught Spanish since 2003 including UA since 2019. 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 and be your teacher this school year.
Spanish I “This is a beginners course that studies the target language and its culture. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills (listening, speaking, reading, and writing) with special attention given to the listening and speaking skills within a given context extending outside of the classroom setting when possible. The context focuses on the adolescents' lives, needs, and experiences and includes an exposure to everyday customs and lifestyles. Basic vocabulary includes numbers, calendar, classes, activities, places, food, sports and family and basic grammar such as adjective agreement, nouns gender and number, regular verb conjugations, some stem changing verbs and IR + infinitive to express future tense.”
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. Please, pay attention to this.
Spanish department uses a “Standards –Based” grading system for skills . This scale is in accordance with 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 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.
Important information to know:
Please don’t hesitate to email me with any questions you may have.
Room: 233 / email: firstname.lastname@example.org