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
29 – September 16
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.
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 19 – October
7
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
October 10 – November
4
Objective: At the
end of this topic, students will be able to:
- Exchange information about daily routines and common household
chores.
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
November 7 – December
2
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.
- 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
December 5 – January
6
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.
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 4 policies are consistent with the new MCPS Grading
and Reporting policy as outlined in Learning, Grading and
Reporting Guidelines (MCPS, 2005). Quarter grades will reflect
individual achievement on course objectives and will be determined
in the following manner:
| Practice
|
Formative
Assessment – 60% |
Summative
Assessment – 40% |
| Activities in this category might
include homework assignments, 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 provide feedback to students in preparation of formative
assessments. |
Activities in this category might
include homework assignments, classwork, quizzes, daily speaking
grades, and brief written or oral presentations. Such activities
will assess proficiency in the four components of language
learning: reading, writing, listening and speaking, and are
designed to provide feedback to students in preparation of
the summative assessment. |
Activities in this category might
include unit tests, projects, extended essays and oral presentations.
Such activities will assess students’ mastery of unit
objectives. |
Late
and missing work
- Each 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 assignment is not turned
in by the due date.
- 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. Work not turned in by the deadline
will be considered missing and will be recorded in the gradebook
as a “0” (0%).
Extra credit
The MCPS grading policy does not
allow for extra credit.
Communication goal
Twice per quarter, I will electronically
generate a grade sheet for students and parents which lists the
topics and types of assessments and the grade received. In addition,
students will be provided with a grid to chart their own grades
and to compute their grade at any time. If there is a question
or concern, the individual parent or student may request an additional
copy of the grade sheet.
Final Exam review: January 12
Final Exams: January 13 – 20
|
