Homework – General Information

Students have homework almost every day. Tarea could be to finish a packet, to do a project or investigation, a presentation, other way the homework will be to practice Duolingo.com Spanish. So far there have been to formal assignments in Duolingo those are: Basics1 and Phrases. But students can go ahead anytime on their own pace. When they are assigned a review, all students will have to review.  

Communications:

    In our class we have several ways to communicate. Those are thru email, phone and on a daily basics using ClassDojo. All student took home a handout with instructions on how to join ClassDojo,(several weeks ago). I also sent invitations to join thru cell phones and emails. ClassDojo is a wonderful way to communicate in a day to day basics, find out how your son or daughter is doing. Both students and parents can use it to ask questions or any other request.

Georgia Performance Standards Framework for Spanish

Georgia Performance Standards Framework for Spanish
Georgia Department of Education

Spanish I  Unit 1  Getting Started

What students will be able to do
Elements
MLI.IP1A Use basic greetings, farewells, and expressions of courtesy, in both oral
and written forms.
MLIIP1G Ask questions and provide responses based on topics such as self, family,
school, etc.
MLI.IP1H Use sequenced information, such as the alphabet, days of the week,
months, seasons, and numbers 0-100 in context.
MLI.INT1C Understand simple instructions, such as classroom procedures and basic
computer terminology.
MLI.CCC1A Demonstrate knowledge of geographical locations and identify major
countries, cities, and geographical features of the places where the target
language is spoken.
MLI.CCC1C Identify examples of vocabulary, phrases, proverbs, and symbols from the
target language that are used in other subjects.
MLI.CCC3A Recognize similarities and differences in sound systems, writing systems,
cognates, gender, and level appropriate idioms.
MLI.CCC3B Recognize basic sound distinctions and intonation patterns and their
effects on communicating meaning

Introduction to the Georgia Performance Standards for Modern Languages
Philosophy
Language and communication are the essence of all that is human. The world of the 21st century is
one in which all people must learn to communicate both culturally and linguistically with others
around the world. The goals of the modern language standards are:
To equip students with realistic lifelong skills that will enable them to function competently
in a language other than their own and communicate and compete effectively in the global
community and marketplace
To instill a greater awareness of their own culture and the culture(s) of others
To enrich students’ lives by increasing their appreciation for language and culture
The modern language curriculum will develop students’ skills in the skill areas of listening, speaking,
reading, writing and cultural competence. In addition, the curriculum will provide them with the
ability to view, absorb, and evaluate material from non-print sources.
Organization
The Georgia Performance Standards for Modern Languages (GPS) are based on Standards for
Foreign Language Learning in the 21st Century and the ACTFL Performance Guidelines for K-12
Learners (American Council on the Teaching of Foreign Language). The GPS are organized in
outline form, integrating the national standards and the three modes of communication: interpersonal
(IP), interpretive (INT), and presentational (P), as well as Cultural Perspectives, Practices and
Products (CU) and Connections, Comparisons, and Communities (CCC). Also included are
assessment recommendations and a list of suggested skills and topics for each level. The elements are
labeled as follows:
MLI.IP1 ML=Modern Language I= Level I IP=Interpretive 1= first element
The Georgia Performance Standards for Modern Languages specify the Standards and Elements that
guide all instruction in every middle or high school modern language course. The GPS will continue
to grow and improve over time. Language-specific Thematic Units will provide Performance-Based
Summative Student Assessments, as well as Interdisciplinary Instructional Tasks. Samples of Student
Work and accompanying Teacher Commentary will be collected and added to the Thematic Units.