¡Sí, Se Puede!Una Guía para

La Clase de EspañolEl Colegio Bridgeport

© 2006 Jenny L. Burgess, revised 2018 Dr. Jenny L. Santilli, NBCT

This handbook was made possible through a grant fromWest Virginia Foundation for the Improvement of

EducationFounded by the West Virginia Education Association

1558 Quarrier Street Charleston, WV 25311

(304) 346-5315 www.wvea.org

AcknowledgementsMy family allowed me the time and space I needed to complete

this project.This project was also made possible through the fund-raising

efforts of the South Harrison High School Spanish students.

Mrs. Vickie Luchuck, assistant principal, was instrumental with the application process.

The following people donated their valuable time to proofread and offer suggestions: Mrs. Jackie Abraham, Mr. Joel Abraham, Ms.

Samantha Markos and Ms. Cookie Santilli.MCM Business gave a generous discount in printing the handbook.Finally, a huge thank you for to my South Harrison students who

inspired this undertaking.

Dr. Jenny L. Santilli, NBCTBridgeport High School

Room 209Bridgeport, WV 26330

School: (304) 326-7137, ext. 4537 Home: (304) 623-0013 jsantilli@k12.wv.us

Best time to contact at home:4:00pm-9:00pm

Email through school email, livegrades or schoology.com anytime.

ScheduleFall 2019 Spring

20191st Block Spanish II 1st Block Spanish III

2nd Block Planning 2nd Block Planning3rd Block Spanish II 3rd Block Spanish II4th Block Spanish III 4th Block Spanish IV-Dual Credit

Table of ContentsParents……..………………………….….…..…….4Building Dendrites…..………………..……......…..6Working at Home…………………….……...….….8Grammar……..……….……………….….…...….10Vocabulary…..…..……………………..…......…..14Working in Class.……………………….…..….…16Philosophy of Education……….….…….……..…21Bibliography…………………..……………….…23Appendix A: Classroom Management Contract and Goals……………………………......24Appendix B: Course Descriptions……...…..…….24Appendix C: West Virginia Content Standards…………………………..….………..…25

ParentsYou don’t need a background in world

language to help your children succeed in their foreign language studies. You can best support your children by making sure they work at home. They need a place to study and encouragement to complete homework, learn what’s been taught that day and memorize vocabulary. You may find it helpful to read all the sections of this handbook to be more aware of what teaching and learning look like in our classroom.

As Dr. Mel Levine, a pediatrician who specializes in how children learn, explains:

With input from teachers, parents can serve as willing educational consultants to their kids. They should never actually do the work for them, but instead be available to offer advice, assist in finding and correcting mistakes, and carve out very well-defined explicit roles. They can help with selecting topics, finding resources, organizing, getting started, and coming to the rescue when their kid gets stuck.

Three factors impact a child’s failure in a rules class like Spanish: numerous absences, refusal to study - especially to memorize vocabulary - and a negative attitude. Dr. Levine points out the important role you play in helping your children consistently study to memorize grammar rules and vocabulary:

…A powerful work ethic has to permeate a home. Homework and studying represent golden opportunities to build student’s working capacities… School affords virtually no time to achieve automatization and in instances where kids have problems with automatic memory, parental assistance can be the only thing to prevent a student from acquiring that dangerous and disheartening feeling that he is too far behind

to catch up.

Schools should assume

responsibility for teaching kids how

to learn, and parents need to

have the assignment of

teaching kids how to work.

Dr. Mel Levine

You know the strengths and weaknesses of your children better than anyone. Please let me know how I can best help them in the classroom. The sooner I know

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how your children learn - or don’t learn - the faster we can work together to formulate the most effective plan for achievement. Encourage them to tell me what’s most helpful for them and to ask questions when they don’t understand.

The two most important questions you can ask are “Do you have homework?” and “What did you do today? Show me.” When they can explain the lesson, they will remember it more easily and for a longer period of time. When they say, “We didn’t do anything in class,” please call me as free days are rare.

You can check your children’s grades any time at www.livegrades.com. And, please call the school or my home or meet during my planning period or after school. If you know your children have difficulty being organized, please let me know. One thing we can do is to make sure they write their assignments in their agenda books which I initial. You are more than welcome to visit your child’s class; remember to sign in at the high school office first. If you interested in learning Spanish, you’re welcome to attend a class regularly.

5

Building DendritesIn January 2006, I met Dr. Rita

Smilkstein who taught me why students must take ownership of their learning. I had recently “declared war on homework” because these assignments weren’t proving students knew the material. Their homework grades compensated for their low quiz scores and didn’t help them learn. Dr. Smilkstein’s program supports my goal of student achievement through student empowerment of learning. Once I empower students to learn, many volunteer which teaching methods work and which aren’t.

They ask more questions and for more examples and practice so to “get it.” Students recognize ownership of their learning.

Students, you need to know how your brains learn. Neurons are brain nerve cells. Dendrites are fibers that grow out of the cell body and resemble tree branches. We build dendrites as we learn which connect with other dendrites through synapses to form neural networks. As Dr. Smilkstein explains, “The growing and connecting of dendrites ARE learning… In fact, …instead of saying, ‘I feel I’m getting it; I’m learning it,’ we

Students need a user’s guide to the brain so they can

know what to do and how to do it to be

successful learners. When they find out not only how they

learn but also how the brain learns, their self-empowerment

and confidence increase.

Dr. Rita Smilkstein

could more accurately say, ‘I feel my dendrites growing and my synapses connecting.’”

Children, parents and the teachers all need to know the five rules of how the brain learns. First, “dendrites, synapses and neural networks grow only from what is already there.” All new learning is built on previous knowledge and experience. Second, “Dendrites, synapses and neural networks grow for what is actively, personally and specifically experienced and practiced.” Learning Spanish is the same as learning to play a sport, musical instrument or computer game. Consistent

6practice over time results in greater achievement. You shouldn’t compare your progress with anyone else’s. As long as you continue working, you will learn.

Third, “Dendrites, synapses and neural networks grow from stimulating experiences.” I provide experiences to grow dendrites, but you must seek out your own experiences. Fourth, “Use it or lose it.” This explains why practicing 15 minutes a night and participating in class are vital. It’s easier to maintain the dendrites you have than re-learning a skill later. Fifth, “Emotions affect learning.” Having negative feelings or thoughts prevents your brain from learning,

but a positive attitude and willingness to work support learning.You will be asked often where you feel you are in your learning. When

you can pinpoint your own strengths and weaknesses, you strengthen your skills.

When going over new material, Dr. Smilkstein’s chart will help you gauge where you are and helps me gauge what I need to re-teach. The numbers on the left represent your skill or knowledge level; one means little or no skill and six very skilled or knowledgeable. The bottom line represents

What you know and can do.

how much time and practice you’ve devoted. The middle line measures where you are.

6

5

4

3

2

1

Where you feel you are.

Time and practice.

7

Working at HomeGeneral Guidelines

I assign activities to reinforce the material presented. Repetition and regular practice help you build and maintain dendrites you need to retain what you’ve learned and to build new dendrites. The point is for you to learn, NOT to finish an assignment for a grade. When you don’t put effort into an assignment, you won’t have the

skills or vocabulary to do well on assessments or classroom projects. This year I can tutor after school, or you can ask a family member or friend for help.

If classmates ask you for help, avoid giving them answers. When you do, you’re depriving them of the chance to learn. Worse, you’ve implied they’re too stupid to learn on their own. You can help best by asking questions or showing them the appropriate rules so they can figure out the answer themselves.

Have a comfortable place to practice where you can concentrate. Avoid loud distractions such as music, the television, or talking on the phone. However, for those of you with attention problems, playing low music or the TV may drown out other distractions.

Drink water while you’re practicing; it’s an excellent source of oxygen which helps your brain work more efficiently. Avoid consuming sugary foods or drinks as they will eventually make you drowsy. Walking around or fidgeting causes the blood to flow, feeding oxygen to your brain.

The more senses you use when you’re working, the more information you’ll retain and for a longer time. It helps to practice out loud while you’re writing the information; you’re hearing it, touching it, and seeing it. After going over

Learner Empowerment: …learners must be

brought to an explicit acceptance that they are responsible for their own learning.

Drs. David Little, Jennifer Ridley and Ema Ushioda

the material, close your eyes and picture how it looks in your book, notebook or

8PowerPoint. This can help you recall the information for a quiz or oral communication.

Teach a family member or friend what you learned in class. You retain most what you practice and teach. Also, use your Spanish skills outside of class. For example, students have earned extra credit points by watching Spanish speaking television shows or programs about Hispanic topics, speaking Spanish to native speakers, or bringing in magazine or newspaper articles related to Spanish class. Types of Assignments

This is a Flipped Classroom so you will watch a short video explaining a grammar concept with practice slides after a presentation of the concept in class. You will take Cornell notes as you watch the video at your own pace for a completion grade. The next day we will continue practicing. Those who did not watch the video or take notes will do so in Lunch to Learn. Videos are posted on www.schoology.com, or you can use the app for smart phones. Lessons can also be downloaded to a student’s USB drive upon request. The text book is available at www.pearsonrealize.com.

Other assignments include drawing and labeling vocabulary words, writing poems, paragraphs and essays, translations, project based learning activities (PowerPoints, skits, oral presentations, etc.), and video guides. Some culture quizzes and extra credit will be posted on Schoology.

The most important assignment is to practice 15 minutes a night. You can use www.pearsonrealize.com, www.studyspanish.com, www.spanishdict.com, www.duolingo.com and www.quizlet.com for additional practice.

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Grammar

General GuidelinesWorld language classes are

rules classes. A wonderful thing about Spanish is the few exceptions to any rule. And, the exceptions have their own rules. Mastering the rules in Spanish has benefits. You learn English grammar to raise your grades and score higher on standardized tests. You are prepared to learn another world language. And, it helps you build dendrites applicable to other rules based classes, such as math

or science.Keep the rules in a notebook or binder. Reading and

writing notes reinforces your dendrites, and you don’t have to lug the book home as everything you need is in your notes. A family member or friend can quiz you using your notes. Also, note taking helps you pay attention. You have the opportunity to write down examples to support the rule, further reinforcing the new material. Learning to take notes is an invaluable skill for other classes and college.

With grammar, practicing the new concept or vocabulary moves the information from short term and working term memory to long term memory to build strong dendrites. If you get stuck, ask for help or use one of the practice websites for additional practice.

Kids who have excellent metalinguistic awareness in

English are in a strong position to acquire one or

more additional languages. The mouth-threatening term “metalinguistic awareness” refers to a person’s ability

not just to use language and memorize its conventions, not just to understand and

communicate, but also to be able to pause and reflect on

language and on how it works.

Dr. Mel Levine

Grammar EssentialsThe study of any foreign language involves the following grammar

concepts. Building these dendrites help you in Spanish and English classes.Parts of speech:

Noun - Names a person, place, thing or idea.10

Pronoun - Takes the place of a noun. Verb – Expresses an action or state of being. Adjective - Modifies or describes a noun or pronoun. Adverb- Modifies or describes a verb, an adjective or another

adverb. Preposition – Relates a noun or pronoun to another word in the

sentence.Number refers to singular(one) or plural (more than one).

Gender refers to masculine or feminine. Person refers to first (talking about yourself), second (talking to someone else), and third (talking about someone else). These three terms are used daily. You can’t conjugate verbs, identify subjects, or match adjective endings to nouns unless you know these three terms.The following charts are used for a multitude of rules. Building this

dendrite into your long-term memory makes Spanish class enjoyable, not to mention what it’ll do for you in English class. It won’t take your brain long to decide which format makes the most sense. Until you’re completely comfortable writing the information into the chart you prefer, I’ll write it for you on the board. Notice how the

information is exactly the same in all the charts; it’s just presented in different manners.

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Chart #1Perso

nSingular Plural

1a Talking about yourself.

Talking about yourselfand 1 or more others.

2a Talking to 1 other.(In Spanish, informally.)

Talking to 2 or more others. (In Spanish, informally.)

3a Talking about 1 other.(In Spanish, talking to 1 other formally.)

Talking about 2 or more others. (In Spanish, talking to 2 or more others formally or informally.)

Chart #2Singular

1a Talking about yourself.2a Talking to 1 other.

(In Spanish, informally.) 3a Talking about 1 other.

(In Spanish, talking to 1 other formally.)Plural

1st Talking about yourself and 1 or more others.2nd Talking to 2 or more others.

(In Spanish, informally.)3rd Talking about 2 or more others.

(In Spanish, talking to 2 or more others formally or informally.)

Chart #3

(Contributed by Alexander Frazier.)

Singular

Person

Plural

Talking about yourself. 1a Talking about yourselfand 1 or more others.

Talking to 1 other.(In Spanish, informally.)

2a Talking to 2 or more others. (In Spanish, informally.)

Talking about 1 other.(In Spanish, talking to 1

3a Talking about 2 or more others. (In Spanish, talking to 2 or more

other formally.) others formally or informally.)

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Chart #4

(The information in this chart has been abbreviated due to space limitations.) Singular Plural

1aAbout yourself.2aTo 1 other.3aAbout 2 other. 1aAbout yourself/others.2a To 2 or more others. 3a About 2 or more others.

(In Spanish, (In Spanish, to (In Spanish, informally) (In Spanish, to 2 or more informally) 1 formally) formally or informally)

Chart #5

(Contributed by Brandon Hatton.)

Singular

1ª 2 ª 3 ª

Talking about yourself.

Talking to 1 other informally.

Talking about 1 other. In Spanish, talking to 1

formally.Plural 1ª 2 ª 3 ª

Talking about yourself and 1 or more others.

Talking to 2 or more others informally.

Talking about 2 or more others.

In Spanish, talking to 2 or more others formally and

informally.

13Vocabulary

Memorizing vocabulary is based on how you learn best. Find what works for you and spend 15 minutes a night practicing.

After practicing with the vocabulary PowerPoint, draw pictures of the new words and label them in Spanish. Remember to use definite (el, la, los, las) articles with the nouns. Drawing the item by hand is best, but you can use clip art or magazine pictures. Some students using

flash cards; you can set aside the memorized words and concentrate more on the new words. Periodically review the ones you mastered. Others draw and label pictures in a notebook or binder. Cover the Spanish word when reviewing the pictures and then check to see if you’re correct. Say the word out loud in Spanish, spell it out loud and repeat the word out loud again in Spanish. Then say the English equivalent. If you’re musically inclined, sing instead of speaking out loud. Others use the Quizlet app. If you’re physically active, fidget while you’re working, clap your hands or walk around the room.

A family member or friend can drill you. It’s better to hear the word in English or see the picture and then give the Spanish equivalent. Because

What really differentiates many top students is that they

know the meanings of the words they know better than other kids know the meanings of the words they know. They

understand shades of meanings, and they are adept at comparing words to other words… They also become agile at fitting words into semantic categories and

subcategories.

Dr. Mel Levine

Spanish has so many English cognates, it’s too easy to guess the English equivalent after hearing or seeing the Spanish word.

Label items around your bedroom and house. Another option is making your own PowerPoint or practicing with the ones used in class. Some students use the practice sites or apps already mentioned.

Map the words that you’re having difficulty memorizing. The following is a graphic organizer showing how the word is related to others.

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Put like words in categories. For example, if you’re studying food vocabulary, separate them into categories like veggies, meats, fruits, etc.

Vegetales Carnes Frutas

el tomate

las papas fritas

el pollo

el biftec

el

la manzana

las uvas

las peras

(Word)el/la estudiante

(Synonym)alumno/a

(Antonym)el/la

professor/a

(Example)Soy estudiante a

BHS.

(English)student

el/la estudiante

el maíz pescado

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Working in ClassGeneral GuidelinesFirst, show up for class. In most cases, repeated absences correlate to failing grades. Second, come to class prepared and ready to work. Please bring the following with your notebook or binder, pen or pencil, and your completed work when due. Third, be positive. Learning a world language requires perseverance and a commitment to working at home in addition to working in class. A

negative attitude prevents you from doing this. Fourth, pay attention in class. You can’t build dendrites when

you’re talking to your neighbors, doodling, sleeping, finishing last night’s Spanish assignment, texting or doing homework for another class. Active participation in class helps you move information from short term to long-term memory.

When learning new material, tell me when and what you don’t understand. You need to think about how you learn. Students learn skills at different speeds in different ways. I can’t accommodate your needs if you’re not sharing them. You’ll find specific study suggestions throughout the handbook, but it’s your responsibility to find what works best for you. Don’t ever feel you’re the only one in the room who isn’t catching on. Working together with your parents, we can ensure your success in learning Spanish.

Because the majority of our classroom activities are student centered and collaborative, you’re expected to treat each other with respect. Remember, we’re born with different talents and abilities and learn at different paces.

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Three principles reflect an approach to foreign language teaching that makes learners

responsible for their own learning, assigns a central

role to the reflective processes of planning,

monitoring and evaluating learning, and insists on the

target language as the medium of teaching and

learning.

Drs. David Little, Jennifer Ridley and Ema Ushioda

For Think, Pair, Share activities, you will work by yourself and then with one or more neighbors. Avoid giving classmates answers. Don’t deprive them of the chance to learn. Last, you will present your small group findings to the class. We write answers on the board or read them aloud. You will explain your answers when a disagreement arises and correct any mistakes.

One translation activity is See If You Can Figure This Out. You will be given one or more paragraphs in Spanish, including unknown words, about a current event or cultural topic. The goal is to use your dendrites to determine the story’s topic and main ideas even if you can’t translate word for word. In a real-life conversation with a native Spanish speaker, you aren’t going to understand every word; but, by building dendrites to determine main ideas, you can get the gist. Communication

One of the first skills you’ll learn in class is how to find words you don’t know. I will be using Spanish as much as possible in class. You will listen to CDs and watch videos and read in the target language with activities to check your comprehension. Vocabulary review will include identifying pictures in PowerPoints, constructing sentences from word cards in Spanish, hands-on activities and Internet games. Grammar review will include reading, oral and writing reinforcement activities. As you build dendrites and gain skills, you will create your own projects using Spanish.

Talk as much as you can in Spanish in class, even if asking to borrow a pencil. Watch movies in Spanish and speak Spanish outside of class.Assessments

Students who pass quizzes attend class regularly, practice, complete theirhomework independently, participate in class and ask questions. When you choose to work, you will learn. When you choose to learn, you will earn good grades.

Each unit is divided into two sections. You can expect a vocabulary quiz for each lesson worth 20 points, a spontaneous speaking assessment and a final product at the end of the lesson, such as a skit, oral presentation, listening exercise,

17or written assignment to assess your command of new grammar concepts, vocabulary, communication skills and/or culture worth 50 points. These Integrated Performance Assessments include a detailed list of tasks and a detailed rubric of performance expectations. Journal quizzes are given after grammar concept presentations and are worth 20-30 points. You will write the rule, formula, chart or graph, explain the concept fully, and, apply the new concept. You receive an extra credit point for guessing your grade correctly on written assessments.

Semester exams are required and count toward 10% of the final grade. Our exam is either a written autobiography or interpersonal communication incorporating vocabulary and grammar lessons.Special Projects

In November, students participate in International Education Week. If time allows, students will complete activities for Amazing Maize: A West Virginia Food Favorite Has Roots in Mexico at the end of the semester. You will also examine the Hispanic practices related to Día de la Raza (Columbus Day),

Day of the Dead (Halloween), Christmas, Cinco de Mayo and current events as time allows.

We also explore topics that can be controversial, such as immigration, but the goal is not to indoctrinate you. The goal is to investigate all aspects of an issue, learn how to craft an argument based on research and logical reasoning, be open-minded to opposing viewpoints without compromising your core beliefs and values and communicate through civil discourse.

At the end of the semester, you will complete a portfolio to organize your artifacts demonstrating your progress in class in the areas of Interpersonal and Interpretive, and Presentational Communication, Culture, Connections, Comparisons, and Communities. You will also assess your proficiency through the

18

Linguafolio “I can…” statements. When you complete your Spanish studies, your portfolio is placed in your homeroom file.

You will have at least one opportunity throughout the year to participate in a field trip and a service project. These vary from year to year: local international fairs, the Annual BHS International Fair, concerts and foreign travel. Classroom Management Plan

We negotiate a management plan with clear expectations, rewards and consequences. You

decide which behaviors should be encouraged and which shouldn’t and vote on a class motto. (See Appendix A.)Accommodations

Students with IEPs, 504s or other educational plans receive modified instruction as needed. However, because children learn differently, it’s vital that accommodations be made for all learners. Some of you will use notes during a quiz, but some won’t. Some prefer to have quizzes read aloud. Some have an extra day to turn in assignments.

The only way to make learning accessible is to know you. The following aremost useful: working directly with you, telling me what works and doesn’t work, and when your parents share insights about you. When all of us work together, you benefit the most.

PlagiarismUsing the work of expert sources to complete research projects is

required. However, using their words directly or paraphrasing by changing a few words is plagiarism. Taking credit for someone else’s work has unpleasant consequences. Willful plagiarism results in a grade of zero. Students who copy from another student and those who give students their work to copy will receive a zero for the assignment and a discipline referral.

19Boring Basics

Most assignments are turned in after we’ve checked them in class. The assignment box is located by the door. Graded papers are returned to you as soon as possible. Some graded assignments are portfolio artifacts and are placed in a file folder with your name on it.

Papers with no names will be taped to the front door. Check the door if you didn’t receive a graded paper back from me. You can write your name on the assignment and turn it in to me without any penalty if you do so the day I pass out that assignment to the other students.

I follow the county policy concerning work missed due to absences. When you choose to turn your work in a day late, 10% of your grade will be deducted. When you choose to turn in your work the same day I return graded assignments to the students, 50% of your grade will be deducted. Unless you’ve been absent, work will not be accepted beyond that point, and you will receive a zero. I use the county/state grading scale.

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Philosophy of EducationEvery child in my classroom can learn.

Students participate in an activity designed by an education specialist that scientifically proves so. Some learn with little effort while others work hard to earn an average grade. My students’ abilities range from gifted to mentally impaired, and those who choose to work - no matter how difficult that may be for them - learn and earn passing grades. Those who choose to not work fail. It’s my job to determine how they learn and second to teach them how to learn and practice.

The first day of class my students hear that life isn’t fair. Not all of them are born with a natural ability to grasp a foreign language. However, they are expected to be respectful of how others learn, the pace at which they learn, and any accommodations made for them to learn. The playing field is leveled as much as possible; but, children who struggle memorizing vocabulary and rules and how to use them are not given a free pass to do less work just because it’s difficult for them. If they’re struggling, they need more practice –not less.

One of the characteristics of an effective teacher…is helping students apply what they are learning in school to participating in unique forms of activity in the global community.

Drs. Neal Shambaugh and Susan G. Magliaro

As we cover new material, students learn though visual, auditory and hands on activities. They learn to work individually and collaboratively. Students examine how they learn and to share what’s working for them and what’s not, providing all learners opportunities to achieve.

Spanish is much more than grammar rules and communication skills. Knowledge and understanding of foreign cultures are as important. Students analyze and compare our culture to others with the understanding that different

21

isn’t wrong, stupid or inferior. Today, global competence greatly impacts our economic survival and how the rest of the world views us. What we study in a world language isn’t designed solely to earn credits for college admission. As student Jonathan Puddister once said, “Spanish isn’t just for a credit; it’s for life.” Most important, students who choose to learn become productive citizens in a global society. It’s only by learning about others we learn about ourselves. Prominent leaders in a variety of fields recognize this fact.

Education and business experts in Learning for the 21st Century have “…identified three significant, emerging content areas critical to success in communities and workplaces: global awareness, financial, economic and business literacy, and civic literacy.” Further, they recommend three important categories of skills for our children to be successful in the future: “information and communication skills, thinking and problem solving skills, and interpersonal and self-directional skills.” These content and skill areas are inherent in a Spanish class.

Government leaders are concerned. Activities in a world language class provide a strong start in addressing these concerns. As Leon Panetta, the former CIA director, explained in 2010:

www.21stcenturyskills.org

Language is the window through which we come to know other peoples and cultures. Mastery of a second language allows you to capture the nuances that are essential to true understanding. ... This is not about learning something that is helpful or simply nice to have. It is crucial to CIA’s mission. ... It is vital to our economic interests. It is vital to our diplomacy. It is vital to our national security to use the language of the people that we engage throughout the world.

I love what I do, make class as enjoyable as possible and take my responsibilities to my students to heart. My greatest hope is that every learner uses his or her classroom experiences outside the confines of our classroom.

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BibliographyGraham, B. (2006, January 6). Language learning promoted. The Washington

Post.

Learning for the 21st century. (n.d.). Partnership for 21st Century Skills. Retrieved March 2006 from www.21stcenturyskills.org.

Levine, M. (2002). A Mind at a Time. New York: Simon and Shuster. (www.allkindsofminds.com)

Little, D., Ridley, J., & Ushioda, (2002). Towards Greater Learner Autonomy in the Foreign Language Classroom. Dublin, Ireland: Authentic Language Learning Resources, Ltd.

Panetta, L. (2010). CIA Foreign Language Summit.

Rourke, J., Principal Author.(2004). Breaking Ranks II: Strategies for Leading High School Reform. Reston, VA: National Association of Secondary Principals.

Smilkstein, Rita. (2003). We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Today’s Curriculum. Thousand Oaks, CA: Corwin Press, Inc. (http://www.borntolearn.net)

Smilkstein, Rita. (2006, January). Teaching with the Brain-Based Natural Human Learning Process. Workshop presented at the Caperton Center, Fairmont State College, Clarksburg, WV.

Urban, Hal. (2005, August). Life’s Greatest Lessons, Building Character and Affirming Life in the Classroom. Workshop presented for Harrison County Schools, Clarksburg, WV.

West Virginia Department of Education. (2017, October). West Virginia College – and Career – Readiness Standards for World Languages. Retrieved

from http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=49934&Format=PDF .

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Appendix ASpanish I

First SemesterYou can’t spell Spain without pain.

If we were the teachers, students would be encouraged to…

Study 15 minutes every night. Ask questions. Be polite to teachers and students. Raise their hands to ask a question. Be positive. Do their homework.

If we were the teachers, students wouldn’t be allowed to… Talk when the teacher or another student is talking. Cheat. Leave the room without permission except to go to the

bathroom or get a drink of water. Be rude. Make fun of other students. Shout out answers.

Rewards Culture day at end of six weeks if everyone earned a C or higher. No homework if teacher raises her voice. Homework pass for every A grades on a quiz.

Appendix BCourse Descriptions

Spanish I: The first in a sequence of courses to develop novice proficiency in the target language in the following skills: interpersonal communication, interpretive reading and listening and presentational writing and speaking. Students will also begin to become globally literate.

Spanish II: The second in a sequence of courses to move students from novice to intermediate mid proficiency in the target language in the following skills: interpersonal communication, interpretive reading and listening and presentational writing and speaking. Students will also increase their global literacy skills. Recommended prerequisite: A 2.0 or higher in Spanish I.

Spanish III: The third in a sequence of courses to move students from intermediate mid to intermediate high proficiency in the target language in the following skills: interpersonal communication, interpretive reading and listening and presentational writing and speaking. Students will also increase their global literacy skills. Recommended prerequisite: A 2.0 or higher in Spanish II.

Spanish IV/Dual Credit with Fairmont State University: The fourth in a sequence of courses to increase students’ intermediate high proficiency to advanced low proficiency in the target language in the following skills: interpersonal communication, interpretive reading and listening and

presentational writing and speaking. Students will also increase their global literacy skills.

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Appendix CWest Virginia Content Standards

http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=49934&Format=PDF

The following communication and intercultural skill sets need to be addressed and practiced on a consistent basis in each and every world language class.

LanguageThe following five communication skill sets in world languages lead to proficiency in the language.

Interpersonal CommunicationInterpersonal Communication refers to communication between a minimum of two individuals and involves an exchange of information. Interpersonal Communication may be oral or written, and participants utilize the language to negotiate meaning.

Presentational SpeakingPresentational Speaking is one-way verbal communication. Learners use the target language to present information, concepts and ideas in order to inform, explain, persuade, and narrate. More advanced learners are able to adapt the language to various audiences.

Presentational WritingPresentational Writing is one-way written communication. Learners use the target language to present information, concepts, and ideas in order to inform, explain, persuade, and narrate. More advanced learners are able to adapt the language to various audiences.

Interpretive ListeningInterpretive Listening is analyzing and interpreting another person’s spoken words. Learners use these words to determine the main idea and contest of a spoken passage.

Interpretive ReadingInterpretive Reading is analyzing and interpreting written text. Learners use these words to determine the main idea and contest of a written passage.

InterculturalityLanguage and culture are naturally intertwined. Language influences culture, and culture influences language. As such, it is impossible for students to effectively and appropriately communicate with native-speakers, regardless of their language proficiency level, without understanding cultural norms.

As culture is an on-going learning process and understanding of perspectives does

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not always occur as rapidly as specific language skills, the interculturality standards are the same for the emerging levels of language learning. The advancedlevels share more rigorous standards. For this reason, there will be repetitiveness in the interculturality standards across learning lessons.

Investigation of Products and PracticesInvestigation of Products and Practices involves the study of common products that are produced by and representative of the target culture(s). In addition, it encompasses common traditions and behaviors that are typical of the target culture(s).

Understanding of Cultural PerspectivesUnderstanding of Cultural Perspectives is the insight into the values, norms, and thoughts that are representative of the target culture(s). These perspectives are typically shaped by the society in which the individual lives.

Participate in Cultural InteractionParticipate in Cultural Interaction is the process in which the learner is able to conduct himself appropriately in interactions with those from the target culture. The learner will recognize cultural differences and will avoid behaviors that are unacceptable by and to individuals from the target culture.

College – and Career – Readiness Indicators for World LanguagesWorld languages standards on the following pages define what students should know, understand, and be able to do by the end of each proficiency level. The College – and Career – Readiness Indicators and level-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Integration of Literacy in World LanguagesLiteracy strategies and skills are applied as students acquire information and communicate their learning and understanding in the target language. Integration of literacy in all content areas is critical for student success. It is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within world language learning. The is occurs naturally through the Interpretive Reading and Presentational Writing skills.

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