The goal
of the Montgomery County Public Schools’ foreign language
program is to develop student proficiency in a particular language
and introduce them to culture in order to make them knowledgeable
and active members of a global society. Students will learn to
use foreign languages for meaningful communication in both spoken
and written form. The foreign language program emphasizes language
as it is used in real-life situations that students are most likely
to encounter. Through foreign language study, students develop
sensitivity to the cultural and linguistic heritage of other groups,
understand their influence on American culture, and become prepared
to participate in a society characterized by linguistic and cultural
diversity.
Repaso
Objective:
Teacher will briefly review several essential structures from
Spanish 1 with students.
¿Quién
soy yo?
August
28 – September 15
Objective:
At the end of this topic, students will be able to:
- Exchange, identify, and present
personal and biographical information including physical descriptions,
personality characteristics, origin and personal interests.
- Compare a well-known Spanish-speaking
personality to a well-known personality from the U.S.
- Identify and describe physical
and personality characteristics of well known, Spanish-speaking
contemporary personalities or characters from literary works
Essential Structures:
- Use -ar,
-er, -ir
verbs to communicate in present time.
- Formulate questions with appropriate
interrogative expressions
- Use resent tense of irregular
verbs: ser, tener,
estar, ir
- Will use descriptive
adjectives in proper form and position including
irregular adjective agreement of buen,
mal
La Vida Escolar
September 18 – Octubre
9
Objective: At the
end of this topic, students will be able to:
- Exchange information about present
school classes and school-related activities.
- Interpret and describe a daily
school routine including course schedules and extracurricular
activities in a Spanish-speaking country.
- Present information comparing
your school life to that of a student in a Spanish-speaking
country.
Essential Structures:
- Describe past events with preterite
tense of regular verbs/and –car, -gar and –zar
in context.
- Use verbs with irregular
yo forms in present tense
- Use affirmative
and negative words
- Use stem-changing
verbs in present
- Saber vs. conocer
(review verbs with irregular yo form in present)
- Make comparisons using comparative
and the superlative.
- Hacer + time expression
- Verbs like gustar in present tense
- Review tener-que
La Rutina Diaria/ Los quehaceres
domésticos
Octubre 10 – Noviembre
2
Objective: At the
end of this topic, students will be able to:
- Exchange information about daily
routines and common household chores.
- Identify typical household chores
in Spanish-speaking countries.
- Compare daily routines and household
chores of Spanish-speaking young people abroad and those in
the U.S.
- Share an aspect of the Spanish-speaking
culture and/or create a product to enrich the school community.
Essential Structures:
- Use reflexive verbs in the present
tense.
- Give affirmative tú
commands with direct object pronouns.
- Review deber+infinitivo
and other verbs that usually use infinitive
- Say what is theirs or someone
else’s with possessive adjectives/long
and short
- Distinguish between ser
and estar
- Verbs that are followed by the
infinitive
- Poner
De Compras
Noviembre 3 – Diciembre
1
Objective: At the
end of this topic, students will be able to:
- Exchange and present information
about personal clothing preferences.
- Request sales assistance and state
preferences for purchases.
- Interpret size, price, and style
of clothing items from authentic sources.
- Describe the concept of bargaining
in Spanish-speaking cultures.
- Compare sizing systems in the
U.S. with those in Spanish-speaking countries.
- Describe a past shopping experience
Essential Structures:
- Preterite or regular
verbs and –car/--zar/-gar verbs
- Identify objects using demonstrative
adjectives
- Count using numbers
1-1,000,000
- Review direct object
La Comunidad
Diciembre 4 – Enero
10
Objective: At the
end of this topic, students will be able to:
- Ask or give simple directions
to a local location.
- Identify different types of stores
in the community.
- Compare shopping customs in Spanish-speaking
countries and the U.S.
- Apply the metric system to measure
distances.
- Use exchange rates to convert
prices.
- Use community resources to identify
businesses that serve the Spanish-speaking community.
Essential Structures:
- Tell time
- Describe past events with preterite
of irregular verbs
- Use salir,
venir, decir
in present tense
- Give formal
commands
*Weeks of themes may fluctuate at
the discretion of the teacher.
Grading Policy
The following B-CC Spanish policies
are consistent with the new MCPS Grading and Reporting policy
as outlined in Learning, Grading and Reporting Guidelines
(MCPS, 2006). Quarter grades will reflect individual achievement
on course objectives and will be determined in the following manner:
| Homework and Practice
– 10% |
Assessment – 90% |
| Activities in this category might
include assignments graded for completion such as homework,
classwork, individual, pair or small group activities, and
activities focused on developing proficiency in the four components
of language learning: reading, writing, listening and speaking.
Such activities are designed to prepare students for assessments.
|
Activities in this category
include assignments evaluated for learning, which might include
graded homework and classwork, unit tests, projects, extended
essays, class discussions, and oral presentations. Such activities
will assess students’ mastery of unit objectives. |
Grades will be based on a total points
system.
Late and missing work
- Homework and Practice
Assignments:
- Must be turned in on the date
assigned (usually the next day), and late work will not
receive credit.
- Assessment Assignments:
- Due Date:
Each Assessment Assignment will have a due date.
This is the date by which you are expected to submit the
assignment.
- Grades will drop one letter
grade if the assessment assignment is not turned in
by the due date.
- Deadline:
The deadline is the last day an assignment
will be accepted for a grade. In some cases, the due date
and the deadline may be the same.
- Assessment assignments
not turned in by the deadline will be considered missing
and will be recorded in the gradebook as a “0”
(0%).
Missed work due to absence:
- It is your responsibility to copy
any notes taken while you were out and make up all missed assignments.
- When you get back to school, check
the “Mientras Estabas Ausente”
binder on my cart to retrieve any handouts distributed in class.
In the binder you will also find a daily plan book to check
each day’s assignments and activities.
- You will have one day per every
day absent to turn in missed work. After that, you will not
receive credit for late work.
- Accepted make-ups are for excused
absences only.
Reassessment Plan
- At least one reassessment opportunity
per unit will be offered to students, determined at the teacher’s
discretion.
- To qualify for reassessment students
must have:
- Completed all assignments
prior to assessment.
- Completed the first assessment.
- Completed re-learning activities
during lunch or after school, by appointment.
Extra credit
The MCPS grading policy does not
allow for extra credit.
Final Exam review:
January 11
Final Exams: January
12-19
|
