Writing Rubric for Spanish

10

(95 – 100%) Demonstrates Superiority (A)

9

(90-94%)

Strong control of the language

Proficiency & variety in grammatical & syntactical usages

Few significant errors

Broad command of vocabulary and use of idiomatic Spanish

8

(85-89%) Demonstrates Competence (B)

7

(80-84%)

Good control of grammatical structures

A few errors and/or some awkwardness of style

Appropriate use of idioms and vocabulary

Reads smoothly overall

6

(75-79%) Suggests Competence (C)

5

(70-74%)

Fair ability to write in Spanish

Control of simple grammatical structures

Use of more complex structures with some errors

Some apt vocabulary and idioms

Occasional signs of fluency and sense of style

4

(65-69%) Suggests Incompetence (D)

3

(60-64%)

Weak use of language

Little control of grammatical structures

Limited use of vocabulary

Interpretation is forced on the part of the reader

Occasional redeeming features

2

(55-59%) Demonstrates Incompetence (F)

1

(0-54%)

Clearly unacceptable from most points of view

Almost total lack of structural and vocabulary resources

Little or no sense of idiom and/or style

Use of Anglicism and Gallicized English

Oral Rubric

Overall Response

Fluency

Vocabulary

Grammar

A

Demonstrates Superiority

Creative, extensive, comprehensible to native speaker.

Spoke easily with no hesitation. Spoke well beyond min. time required.

Broad command of vocab. and idiomatic Spanish, many new words.

Strong Control of Spanish, proficient in grammar & syntax, few significant errors.

B

Demonstrates Competence

Appropriate – comparable to native speaker.

Some hesitation, spoke beyond min. time required

Appropriate use of idioms and vocabulary.

Good control of grammar, few errors, some awkwardness.

C

Suggests Competence

Appropriate response – comparable to native speaker accustomed to foreigners.

Frequent Hesitations, just meets min. time required.

Some apt. vocabulary. Some new words used.

Control of simple grammar, use of more complex with errors.

D

Suggests Incompetence

Partially appropriate- difficult to understand.

Halting, starts and stops, below min time required.

Limited use of vocabulary, repetitive, interpretation forced.

Little control of grammar.

F

Demonstrates

Incompetence

Inappropriate response.

Spoke only a few words, well below min. time required.

Little or no sense of vocabulary and idioms.

Almost total lack of grammatical structure.

1) Go to cghsspwp.com and click on “FORUM”
3) Click on “Homework assignments and information”
4) Click on the thread already started for your class period and level.
The latest assignment should be posted at the bottom of that page.

Quick Hints:
* Add viewforum.php?f=6 to your bookmarks to quickly get to the homework forum section.
*You do not need to log in to see your homework assignment.
*Homework assignments will never be posted on the blog, they will only appear in the homework section of the forums.

General Workplace course information

 Website

We owe our website to a former Spanish for the Workplace student, and now graduate of Casa Grande High School - Austin Allen.   Austin created the site as a project for a web design class at Casa.  I am honored and grateful he chose the workplace to use as his project! Many, many thanks Austin!

Donations

Please see the section on donations on this site.

Homework

Homework will be posted on the website by students responsible for that task.  Homework is due the minute the bell rings to begin class.

Assistance/help

Students will be able to communicate with each other and the teacher via the website with questions or concerns.  Students may see the teacher during tutorial or lunch for assistance too.

Field trips and speakers

Based on student motivation and participation - we will have speakers when possible as well as field trips.  However, students in committees (with guidance) will be responsible for planning and executing both.

Technology in the classroom

Technology, unfortunately is limited in our classroom.  At this point we  have 4 computers with 12 headphones and 4 microphones - headphones and microphones compliments of Rotary of Petaluma.  Ideally we would have a bank of 8 computers so students could rotate use of the computers.  Classes can have up to 32 students meaning we would have to rotate quite often with only four computers - realistically it is a logistical dilema as I have tried this in the past.  I will do my best to make computer use available to students.

 As you will see technology is something that is on the donations list.  Programs cost anywhere from free - on the internet (see links for some great sites) to hundreds of dollars a year for the subscription to a site.  Student committees will be part of our technology search.  I am on the technology committee of Casa Grande High School and will continue to stress the need for technology - computers specifically as they are so much a part of career preparation.   At this point I don’t foresee the acquisition of much in the near future or perhaps several years.  The technology needs at Casa Grande High School as a whole are great.  Please feel free to contact me with any suggestions or ideas - they would be most appreciated.

  As level IV is a small class and part of a III/IV combination class - they will be using the computers on a daily basis for a variety of activities which will enhance grammar, reading, writing, speaking and listening comprehension.  I look forward to the students’ comments on the experience.  They will also be using the programs for the creation of pod casts or television announcements for their projects among other things

Classroom discipline

Guilt by association.  Students are encouraged to sit with classmates they know they can work with in a productive and cooperative manner.  Choosing to sit by individuals who are overly social or mischievous affects student learning and production- lessons that usually impact grades because of reduced or low performance.  Students learn to make choices that will benefit their ability to succeed.  I have found the guilt by association model to work quite well in the past - students will often make unwise choices at the beginning of the school year - but since they can change their seating arrangements as they like - this can be easily remedied.  I ask only there be no more than 4 students per table - occasionally we will place 5 if the class is particularly large. If there are any student seating issues  which cannot be resolved in this manner- students are asked to speak to me privately and I will arrange the situation as discreetly as possible.  The students  are here to learn and enjoy themselves, not be penalized by having to work with classmates who are uninterested in contributing in a useful  manner. 

Semester grading policy for the foreign language department:

First six week grading period - 25%

Second six week grading period - 25%

Third six week grading period - 25%

Semester finals - written essay, oral exam, grammar - 25%

Teacher contact

It is easiest to communicate via e-mail.  Please feel free to contact me at my school address:

pmcnees@pet.k12.ca.us

Spanish IV in the Workplace

Micro and macro exploration of individual career interest - the career in the broader society and  community

Spanish IV for the Workplace compliments the small learning communities at Casa Grande High School; Health Careers; Arts, Design and Media; Culinary Academics Travel Events Resources; Justice Environment Teaching; and Science Technology and Engineering as well as Regional Occupational Program courses.

First semester

Create a country as a team and the operating systems within it (paper mache model)

- speakers (to be determined)

- problems - introduced from one or more of the small learning communities

solve the problem as a country - who does what and what should be done - create pod casts and public announcements for the television to notify the “public”

- computer -

* various listening,  reading, writing and speaking comprehension programs

* various grammar practice sites

Second semester

- create your own clinic/business establishment, school/etcetera - dependent on individual student interest (3 D model - computer or material of student choice)-communicate with a mentor from the community who works in that field - on a regular basis as you go through the process (to be set up though the Career Counseling Center at CGHS)

- computer

* various  listening, reading, writing and speaking comprehension programs

* various grammar practice sites

- speakers (to be determined)

- SRJC - presentation - summer volunteer and job opportunities

Projects/activities;

Every activity and assignment has been designed to address as many of the foreign language standards as possible - reading, writing, speaking and listening.  Each project/activity is designed to provide an opportunity to learn and practice as many skills related to careers as possible.  This learning experience begins with the student interpreting the assignment goal and theme, a plan, the execution of the plan and a final project to be presented for evaluation.  Planning, which includes pacing of a project, and organization are strongly emphasized. 

Career counseling

Spanish IV for the Workplace will be working in collaboration with Karen Buchanan of the Career Counseling Center of CGHS to set each student up with a mentor.

Grammar  concepts for Spanish III/Spanish III for the workplace

review of levels I, II and III

Oral, written and grammar exams – to be determined