SPANISH 2, 4
2021-22
Welcome Back to UA. I hope you have had a restful summer and you feel energized to begin this academic year. I look forward to be your Spanish teacher and have fun learning while being challenged. I understand the challenges ahead of us as we learn online but together we are stronger. We are UA!
I come from Colombia and I have taught Languages (Spanish, English, French) since 2004 . I have been working at UA since 2010. I have been coaching sports since 2000. I speak and write fluent French, English and Spanish and I worked a couple of years for a French chef in Colombia. I am passionate about cooking, sports and outdoor activities. I love tennis, biking, camping and soccer. I enjoy helping people and spending quality time with my family and friends. I have a beautiful family and my oldest son Thomas attends UA. My youngest son is Juan Miguel and my wife is Elizabeth.
Spanish 2
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 4
This Spanish course allows students to use Spanish for communication in real life tasks at a high intermediate through advanced level with a focus on developing Interpretive, Interpersonal, and Presentational skills. This course has a rich cultural content based on a variety of authentic resources including but not limited to movie clips, songs, news, podcasts, literature and television. Vocabulary and grammar are developed through contextualized study.
I anticipate having a wonderful a year and maintain a respectful relationship with you. If I need you to improve something, I will do the following:
1st time - Verbal warning
2nd time - Relocation if needed and/or an individual agreement
3rd time - Parent contact
4th time - Written Referral
Spanish department uses the following categories for grades. All graded work will be posted on CANVAS.
80% Assessments Grammar/vocabulary quizzes Skills assessments on speaking, writing, reading, listening. Projects that measure writing or speaking skills Final tests |
20% Classwork
Any work including but not limited to exit tickets, online classwork, worksheets, use of Spanish, etc.
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Spanish department uses a “Standards –Based” grading system for skills . This scale is accordance to the HS learning framework 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 rubric will be used to grade speaking and writing skills assessments:
Language Level |
Description |
|
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 |
HOW TO INSTRUCTIONS
How to log into a UA Chromebook: |
How to access the student homepage: |
How to subscribe to a teacher’s webpage: |
How to submit a student IT help Ticket: |
How to check student email accounts (3rd-12th only): |
How to Access student google drive accounts: |
How to create a Parent observer in Canvas: |
How to log into NCEdCloud (all Students) |
How to access canvas (students): |
How to use the inbox in canvas: |
How to set notifications in canvas:
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Parent & student canvas apps: |
Cordially,
Señor Giraldo