Español 2
Srta. Clark / [email protected] / (860) 870-6818 x10237 / (860) 420-2533
Course Overview:
¡Bienvenid@ a la clase de español II! This year you will continue your journey in the rich culture of the Spanish language. We will explore the Spanish language through the use of the TPRS (Total Physical Response Storytelling) methodology and thematic based lessons. The TPRS methodology puts an emphasis on learning language through storytelling and associating vocabulary and grammar through actions and personalizing questions. We will focus on communicating through writing and speaking in interpersonal and presentational manners and continue to interpret both written and spoken communication.
You will need:
Assessment:
Your ability to speak and write both presentationally and interpersonally and to interpret written and spoken Spanish will be assessed in two manners:
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Summative assessments that include all areas of proficiency: speaking, listening, reading, writing, language mechanics (grammar and vocabulary), and culture. Summative grades will be recorded in PowerSchool on a total points system.
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Formative assessments that may be entered into PowerSchool but will not count in the final grade.
Summative Assessments may include, but are not limited to:
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Lesson & Unit assessments (Quizzes & Tests)
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Lesson Packets (Corrected for Accuracy @ the end of the lesson)
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Projects and Research Papers
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Presentations
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Speaking Prompts
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Writing Prompts
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Interpretation Tasks
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Cultural Connections
Portrait of a Graduate
Student at THS will demonstrate functional mastery of the following skills and dispositions: 
Mastery Based Diploma Assessment
The Nest
For each assignment/assessment utilizing a THS school wide rubric to evaluate your understanding of content and ability to apply a skill, you can upload it into your Nest, the portfolio that satisfies the new state mandated Mastery Based Diploma Credit, that all students need to graduate from high school in the state of Connecticut. Here is a list of the possible assignments/assessments for this particular class that will be uploaded to your Nest:
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School Wide Rubrics
Students enrolled in World Language at Tolland High School will be assessed using the following School Wide Rubrics
Tolland High School Student Behavioral Expectations:
The World Language Department requires students to comply with Student Responsibilities in the Student Handbook, the District’s Student Use of the District’s Computer System, the Student Behavioral Expectations Scoring Matrix, as well as teacher/class-specific expectations.
Tolland High School World Language Student Behavioral Expectations:
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Preparedness
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materials
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writing utensil
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notebook/folder
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textbook
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agenda
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academic practice
4 – Consistently brings needed materials to class and is always ready to learn. = The AP was completed fully.
3 - Usually brings materials to class and is usually ready to learn. = The AP was mostly completed.
2 – Sometimes brings materials to class and is sometimes ready to learn. = The AP was partially completed.
1 – Rarely brings materials to class and is unprepared to learn. = The academic practice was not completed.
4 - Always shows strong self-control and respect for others, their property, and school equipment by following
classroom rules and/or safety guidelines.
3 - Consistently shows self-control and respect for others their property, and school equipment by following
classroom rules and/or safety guidelines.
2 - Sometimes requires reminders to show self-control and respect for others their property, and school
equipment by following classroom rules and/or safety guidelines.
1 - Requires teacher/administrative intervention to respond to disrespect for others, their property, and school
equipment and rarely follows classroom rules and/or safety guidelines.
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making up assignments as arranged with teacher
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completing classwork as requested
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collaborating-- working in pairs and groups as requested
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staying on task
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speaking in target language as requested
4 – Shows excellent effort by completing and improving all assignments. Consistently participates appropriately in course activities.
3 – Shows good effort by completing and improving most assignments. Usually participates appropriately in
course activities.
2 – Shows inconsistent effort by completing and improving some assignments. Sometimes participates
appropriately in course activities.
1 – Shows unsatisfactory effort by rarely participating appropriately in class activities and completing minimal
work. May refuse to participate in course activities.
Make-up Work and Absences:
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Catch up FAST!
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Making up work is YOUR responsibility. YOU come to ME. WE make a plan. Work gets DONE.
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Any pre-assigned work that is due on a day a student is absent, is required to be turned in the day the student returns to school.
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Missing assignments are recorded in PowerSchool as a (0.01%). Don’t worry--as you complete work, those 0.01’s go away.
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If you do not make up work in a timely fashion it will result in a permanent 0 in PowerSchool.
Extra help?
A few classroom expectations and policies:
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Respect
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Late x 3 = teacher detention, Late x 6 = teacher detention AND a call home, Late x 9 = Office referral
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Sign-out and sign-in to leave the room
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Academic dishonesty will not be tolerated. If independent assignments are shared, both parties (the “giver” and the “receiver”) will receive a zero for that assignment. Academic dishonesty is a serious offense and carries serious consequences. Examples of academic dishonesty include, but are not limited to, the following:
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plagiarism (using the ideas, writings or words of another as one’s own)
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cheating (e.g., sharing ideas or work with others when not explicitly instructed to do so or falsifying information)
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taking, buying or receiving a paper written or translated by someone else and presenting it as one’s own
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turning in the same or similar work two or more times for credit without teacher authorization.