Spanish 2 (Honors)

 Please click here to see the Spanish 2 (Honors) syllabus given to my students on the first day of class. After thoroughly discussing each section of this syllabus, each student is required to sign the bottom of the last page and hand that portion back in to me.  This helps me to avoid any issues or excuses regarding classroom policies, procedures, rules, and so forth.
ACTFL Performance

 Course Rationale:
 In this course, we will continue developing communication skills that will help you communicate in real-world contexts found outside of the four walls of the classroom.  We will also continue focusing varying aspects of Spanish culture and its similarities/differences to your own culture.  The goal of this Honor's course is to help you enhance your proficiency with the Spanish language, including your listening, speaking, writing, and reading skills.  Since Spanish 1 was designed to help you build a strong foundation with such skills, this course will now build upon that foundation and push you towards the next level of proficiency! (moving from "novice-low" to "novice-mid")
**Spanish 2 Students Are Considered Novice Language Learners**

What can/will novice language learners be able to do with the language?
Since Spanish 1 was meant to help students begin to develop the communication skills described below, Spanish 2 works at enhancing those same skills so that students continue to improve with those skills.

This means that Spanish 2 students may begin at some location between  the"novice-low" level (beginning) and the "novice-mid" level (same skills, better performance) of language performance.  The goal, then, is to help students push as far ahead to novice-mid as possible during this school year!

There Are Three Types of Communication in the Spanish Classroom

1. Interpersonal Communication involves the following:

a. Active negotiation of meaning among individuals.
b. Participants observe and monitor one another to see how their meanings and intentions are being communicated.
c. Adjustments and clarifications are made accordingly.
d. Speaking and listening (conversation); reading and writing (text messages or via social media)

In the novice range of interpersonal communication, the novice learner "expresses self in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced and memorized."

2Interpretive Communication involves the following:

a. Interpretation of what the author, speaker, or produces wants the receiver of the message to understand.
b. One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer.
c. Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) "between the lines," including understanding from within the cultural mindset or perspective.
d. Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials.

In the novice range of interpretive communication, the novice learner "understands words, phrases, and formulaic language that have been practiced and memorized to get meaning of the main idea from simple, highly-predictable oral or written texts, with strong visual support."

3. Presentational Communication involves the following:

a. Creation of messages.
b. One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.
c. To ensure intended audience is successful in its interpretation, the "presenter" needs knowledge of the audience's language and culture.
d. Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint).

In the novice range of presentational communication, the novice learner "communicates information on very familiar topics using a variety of words, phrases, and sentences that have been practiced and memorized."

Through consideration of these performance skills in the three different modes of communication, my units and lessons are designed accordingly.  That is, each lesson pushes students to use these skills, get better at using them, ultimately helping them "move up" the language proficiency skill.  My Spanish 2 students start somewhere within the "novice-low" level (after exposure to Spanish 1) and will now be pushed towards obtaining and solidifying performance at the "novice-mid" level.  This means that they will still be considered novice language learners; however, they will continue to enhance their skills with interpersonal, interpretive, and presentational communication!  I am very excited to help your child progress with the Spanish language!