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Contact Information
Language Acquisition Facilitator: Rocío Serrano Email: serranorocio@dublinusd.org (preferred) Phone: (925) 833-3300 ext.7034 Dublin High School. 8151 Village Pkwy, Dublin, CA 94568 Office hours: by appointment. Please email me your questions or request an appointment to meet. Course Expectations
All students will come to class daily for the sole purpose of developing and improving their Spanish skills. They will be expected to use Spanish to communicate in the classroom. Students acquiring a second language need commitment, personal discipline and a desire to learn about other cultures. Classes require dedication, integrity and enthusiasm. 
Grading Policy
Interpretive (Reading and listening) 20% Interpersonal (Speaking, writing, engagement) 25% Presentational (writing and speaking) 20 % IPAs/ Common Assessments 35 % * In consensus, the World Language Department at DHS, use the above grading scale for all courses. Classroom Rules
Procedures Engagement Frequently, students self-evaluate themselves by commenting on their classwork and class performance on a form. I have the final decision on their grade. I use the notes I taken during the week to take the final decision. Students will lose all participation points for the day when breaking a rule or disrupting class. Retake Policy (does not apply to Honors and AP courses) The following is a World Language Department policy: o The HIGHEST grade students can earn on a retake test is a C, 70%. o Retakes are a version B or C of the test given as the original. o Retake is ONLY for students who obtained a D or lower on a quiz. o Retakes must be done WITHIN a week from receiving quiz results. Make-ups and retakes are done in the Testing Center. Click here to see their schedule. Retake Form click here. Homework Policy click here Standards for Foreign Language Learning (also known as the 5 C’s) COMMUNICATION:
1.1 Students engage in conversations, provide & obtain information, express feelings & emotions, & exchange opinions; 1.2 Students understand & interpret written & spoken language on a variety of topics; 1.3 Students present information, concepts, & ideas to an audience of listeners or readers on a variety of topics. CULTURES: 2.1 Students demonstrate an understanding of the relationship between the practices & perspectives of the culture studied; 2.2 Students demonstrate an understanding of the relationship between the products & perspectives of the products & perspectives of the culture studied CONNECTIONS: 3.1 Students reinforce & further their knowledge of other disciplines through the foreign language; 3.2 Students acquire information & recognize the distinctive viewpoints that are only available through the foreign language & its cultures.. COMPARISONS: 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied & their own; 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: 5.1 Students use the language both within & beyond the school setting; 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment & enrichment. |
Teacher's Schedule
How can I be successful in Spanish class?
What if I am absent from class?
Visit your class agenda online and make up the assignments you missed. Assignments most likely you will need to make up are:
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Performance Tasks
Interpersonal Speaking
Students will be assessed on their ability to participate in an informal conversation. The task is designed for students to demonstrate their ability to speak conversationally in Spanish. Students are required to express thoughts and opinions about specific information and formulate questions in a partner exchange. Students also have to respond simultaneously to questions asked of them. The information presented does not have to be factual or real to the student or their life, but rather appropriate for the presented situation and expressed in away that shows their ability to communicate effectively in Spanish within a given context.
Interpersonal Writing
Students are assessed on their ability to respond effectively to a given prompt. Students are asked to write an informal or interpersonal note such as an email message, a brief letter, a postcard, or a journal entry. Students are expected to use appropriate registers of informal and more formal communications, such as salutation and ending a letter. The student's email should include a greeting and a closing, a response to all the required information in the prompt, and a request for additional information. If the prompt presented is an email, students are also required to make a reference to details presented in the email, express ideas or opinions about the exposed situation, elaborate on information presented, and solicit extra details relevant to the topic.
Presentational Speaking
Students will be assessed on their ability to create an oral presentation that makes a (cultural) comparison of two communities, cultural practices, objects, concepts, etc... Students will be evaluated on their ability to synthesize their ideas, and use relevant sources to support the ideas presented. Students can make references to books they have read, or talk about people and events with which they are familiar or have studied to provide support to their presentation. Students are expected to incorporate transitional phrases to help the presentation flow more smoothly.
When making a cultural comparison, students are required to compare their community with a cultural product, practice, or perspective of the Spanish- speaking world. They are expected to explain how the cultural topic relates to their own community and include supporting details, specific examples, and other relevant information to substantiate their explanation. In these circumstances, students have to make sure that there is a clear cultural comparison between their community and the Spanish speaking world, using transitional elements as needed to highlight the similarities and differences.
Presentational Writing
Students will be assessed on their ability to interpret information from multiple sources and compose an essay. The essays will vary in nature as descriptive, expository, or persuasive. Students will be presented with an audio and written source to analyze and incorporate into the essay. These sources present ideas and information related to a prompted question.
Students are tasked to write a well-organized and coherent analytical or persuasive essay about an academic, cultural, social, or personal issue related to the thematic unit. Students are expected to demonstrate their ability to integrate their reading, listening, and writing skills. They will be evaluated on their ability to interpret the information presented in the sources, synthesize their ideas, use the sources as evidence to support the ideas presented in the essay, identify main ideas and significant details, and make inferences. Students will also be assessed on their control of grammar and syntax. They are expected to demonstrate their ability to use language that is appropriate, meaningful, and grammatically accurate and relevant to the topic.
Interpersonal Speaking
Students will be assessed on their ability to participate in an informal conversation. The task is designed for students to demonstrate their ability to speak conversationally in Spanish. Students are required to express thoughts and opinions about specific information and formulate questions in a partner exchange. Students also have to respond simultaneously to questions asked of them. The information presented does not have to be factual or real to the student or their life, but rather appropriate for the presented situation and expressed in away that shows their ability to communicate effectively in Spanish within a given context.
Interpersonal Writing
Students are assessed on their ability to respond effectively to a given prompt. Students are asked to write an informal or interpersonal note such as an email message, a brief letter, a postcard, or a journal entry. Students are expected to use appropriate registers of informal and more formal communications, such as salutation and ending a letter. The student's email should include a greeting and a closing, a response to all the required information in the prompt, and a request for additional information. If the prompt presented is an email, students are also required to make a reference to details presented in the email, express ideas or opinions about the exposed situation, elaborate on information presented, and solicit extra details relevant to the topic.
Presentational Speaking
Students will be assessed on their ability to create an oral presentation that makes a (cultural) comparison of two communities, cultural practices, objects, concepts, etc... Students will be evaluated on their ability to synthesize their ideas, and use relevant sources to support the ideas presented. Students can make references to books they have read, or talk about people and events with which they are familiar or have studied to provide support to their presentation. Students are expected to incorporate transitional phrases to help the presentation flow more smoothly.
When making a cultural comparison, students are required to compare their community with a cultural product, practice, or perspective of the Spanish- speaking world. They are expected to explain how the cultural topic relates to their own community and include supporting details, specific examples, and other relevant information to substantiate their explanation. In these circumstances, students have to make sure that there is a clear cultural comparison between their community and the Spanish speaking world, using transitional elements as needed to highlight the similarities and differences.
Presentational Writing
Students will be assessed on their ability to interpret information from multiple sources and compose an essay. The essays will vary in nature as descriptive, expository, or persuasive. Students will be presented with an audio and written source to analyze and incorporate into the essay. These sources present ideas and information related to a prompted question.
Students are tasked to write a well-organized and coherent analytical or persuasive essay about an academic, cultural, social, or personal issue related to the thematic unit. Students are expected to demonstrate their ability to integrate their reading, listening, and writing skills. They will be evaluated on their ability to interpret the information presented in the sources, synthesize their ideas, use the sources as evidence to support the ideas presented in the essay, identify main ideas and significant details, and make inferences. Students will also be assessed on their control of grammar and syntax. They are expected to demonstrate their ability to use language that is appropriate, meaningful, and grammatically accurate and relevant to the topic.
