Spanish 2 2018-2019

  • Spanish II

    Paul A. Coleman

    Room 201


    Course Description: Congratulations!  You are no longer a Spanish 1 student.  Part of the excitement of Spanish 2 is that you learn how to communicate about a broader range of topics and in much more detail than you were able to in Spanish 1.  You will also learn this year how to communicate about things that happened in the past.

    Our regular curriculum will be the units 5-8 of Avancemos 1 book.  This will be supplemented by additional activities that we have prepared.  We will stress practice in Spanish that will improve your ability to comprehend, speak, read, and write Spanish.  You will also increase your knowledge and understanding of the Spanish-speaking world.


    Learning to understand simple conversations in Spanish as spoken by native speakers of Spanish is a major goal of Spanish 2.  We will watch authentic videos, listen to music, and listen to audio that pertain to each lesson. The more Spanish you hear, the more Spanish you will understand.  So your teachers will speak Spanish as much as possible.  You do not need to understand every word we say.  Listen attentively for the main idea and you will see your ability to understand spoken Spanish improving day by day.


    One of the goals for this class is that students demonstrate that they can make a positive contribution to a language learning community.  It is also important that you get as much practice speaking Spanish as possible.  We will do a lot of conversational activities as a whole group, in small groups, and as partners. Your success in this class will depend a great deal on how much you participate in these activities in Spanish, without resorting to English.  


    We will read authentic materials in Spanish.  Most of the readings will focus on day to day tasks like reading advertisements, schedules, charts, graphics, etc. We will also begin to read stories and more lengthy magazine articles.


    You will practice writing Spanish in your daily work assignments, on lesson quizzes and on projects. Learning to write a well organized, articulate and grammatically correct paragraph in Spanish is an important goal.


    We will continue to learn about the Spanish-speaking world and its peoples.  Our focus of attention will be comparing and contrasting traditions of different Spanish-speaking countries.  Topics will include: homes, celebrations, sports and leisure time activities, health and body, technology, daily routines, childhood, and basic travel.

    Learner Outcomes:

    Standard 1.1:

    Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

    Standard 1.2

    Students understand and interpret written and spoken language on a variety of topics.

    Standard 1.3

    Students present information, concepts, and ideas to an audience of listeners on a variety of topics.

    Standard 2.1

    Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

    Standard 2.2

    Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

    Standard 3.1

    Students reinforce and further their knowledge of other disciplines through the foreign language.

    Standard 3.2

    Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

    Standard 4.1

    Students demonstrate understanding of the nature of the language through comparisons of the language studied and their own.

    Standard 4.2

    Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

    Standard 5.1

    Students use the language both within and beyond the school setting.

    Standard 5.2

    Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

    Required Materials:

    Pencil, pen, notebook and folder

    Classroom Policies:

    Cell phones and other electronic devices are prohibited in class. This is because we are trying to promote communication amongst the people in the classroom. Chromebooks will be provided in class when students need them.  


    The World Languages Department considers the use of any electronic device or translation program to translate any COMPLETE phrase, sentence, paragraph, or written text as academic dishonesty subject to Irondale’s policy.


    Excused and unapproved absences will not arbitrarily result in reduction in grades,but failure to complete work will usually affect grades. Students and/or parent or guardian are responsible for requesting make-up work for each day's absence. Students will be allowed two school days make-up time for each day of excused absence, with the exception of long-term assignments of 10 or more school days. Long-term assignments will be due the day the student returns to school. These times may be extended at the discretion of the teacher. Students will be allowed one day to make up work in the case of unapproved absences. Teachers are responsible for providing assignments after student or parent/guardian request.



    Students will be assigned to after school detention (ASAP) or lunch detention based on unexcused absences and after reaching the following benchmarks for tardies to one class:

    • 3 tardies: teacher contacts student’s parent or guardian
    • 5 tardies: student assigned to two days of lunch detention
    • 10 tardies: student assigned to one week of lunch detention; letter sent home
    • 20 tardies: dean will meet with student and family


    Academic Honesty:

    Mounds View School Board Policy EG-3109 Student Rights and Responsibilities:

    Academic honesty is required to ensure an accurate measurement of a student’s academic knowledge. The Mounds View School Board expects that students will achieve success with integrity. Academic dishonesty impairs a true showing of academic achievement. Substantiated reports of academic dishonesty will result in appropriate consequences as defined in accompanying regulations and in student handbooks. Examples of academic dishonesty include, but are not limited to: theft and use of tests; use of crib sheets or other cheating devices on an exam; plagiarism or representation of a substantial piece of work as one's own without proper attribution. This policy applies to all manner, including the most current technological advances, systems, or equipment, that may be utilized for the purposes of academic dishonesty.

    Academic dishonesty will be considered a behavioral infraction. The following guidelines will be utilized when a violation of academic honesty occurs:

    • Consequences will be commensurate with the severity of the incident
    • Consequences cannot prevent growth and development or an accurate measurement of student achievement
    • Measures will be sought to determine why the academic dishonesty occurred
    • Students will be required to provide a written explanation of behavior
    • Students in violation of this policy will not escape the performance indicator; student knowledge will still be measured within an agreed timeframe set by teacher, dean, and student
    • Additional consequences may include:
      • Re-examination of content; repeat of project, paper, or activity
      • Possible reduced score/grade not to prevent achieving a level of proficiency
      • Other measures identified in Mounds View School Board Policy EG-3109: Student Rights and Responsibilities
      • Multiple offenses may result in loss of credit, to be determined by building principal

     (Irondale Student Handbook 8).

    Grading Scale:

          *   In this course, we use equal interval grading to assess student progress.

    • The purpose of the equal interval scale is to encourage proficiency rather than the accumulation of points and to support student growth over the course of the semester.
    • Students and parents are encouraged to communicate with teachers if current progress does not seem adequate; we can then work together to find strategies to improve proficiency.


    Individual Assignment Grade Configuration

    Gradebook Entry


    Point Value


    Went beyond the basic requirements for proficiency



    Met all the basic requirements for proficiency.



    Met some basic requirements for proficiency



    Met very few basic requirements for proficiency.



    Didn’t show enough work to demonstrate proficiency



    Missing Evidence of Proficiency



    Final Grade Configuration



































    No Value Assigned


    Note: Regardless of the final mathematical calculation, students who do not complete required assessments will receive a final grade of I (recovered in summer school, or through after-school credit recovery programming) or NG (recovered with the classroom teacher within three weeks of the semester’s end).

    Gradebook Setup:

    Performance (70%)                                                            Practice (20%)

    tests/ quizzes/ projects/ speaking assessments (70%)      daily work/ homework

    final exam (10%)                                                                formative activities

    Accessing Grades:

    Parents can access grades through ParentVUE.  Parents will be able to see assignments for each class, and the assignments may have a score or a code (or both).  Assignments may also include written comments from the teacher.

     Mi = Missing (the assignment is missing and is currently counting as a score of zero)

    Ab = Absent (the student was absent when the assignment was given or due)

    La = Late (the assignment was turned in late)

    Inc = Incomplete (the turned in assignment was not complete)

    TI = Turned in (the assignment is turned in but does not yet have a score)

    WIP = Work in progress (the student is working on the assignment and although it is not completed, it is not missing--this is often used for projects that have multiple parts)

    Relearning Opportunities:

    Students may take a second, but similar, version of any vocabulary or grammar quiz to demonstrate proficiency after the successful completion of a relearning plan.  Students will obtain a relearning form from their teacher and devise an individual re-learning plan from a list of acceptable resources. Students will document their relearning and get parent approval prior to the retake.  See teacher’s website for individual policies.

    There are, however, no retakes on any portion of a unit test or a final exam.