Spanish 1B (Fall 2021)

Course Description:

This is the second semester of a two-semester course sequence. Spanish I students learn how to communicate in Spanish through many different activities that include authentic resources, images, audios, videos, and practice games. Students can expect to be able to communicate about themselves, others, about their family, school, weather, sports, entertainment, leisure activities, and other topics that lay a foundation for communication. Students learn basic Spanish grammar to help them build fluency and understand the structure of the Spanish language. They will navigate through many cultural lessons as well to not only learn the Spanish language, but the important products, practices, history, and current events of many Spanish-speaking cultures.

Course Details:

Course Title (District): Spanish 1B (Fall 2021)
Course Title (NCES SCED) : Spanish I
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
Standards Addressed : Michigan Merit Curriculum, National Collegiate Athletic Association, American Council on the Teaching of For
Alignment Document : https://learn.michiganvirtual.org/alignment-document-coming-soon
Academic Terms : Accelerated, Semester, Trimester
NCES SCED Code :
Subject Area : Foreign Language and Literature
Course Identifier : Spanish I
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 2 of 2

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/
Email : [email protected]
Phone : (888) 889-2840

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Start Registration Request

Additional Course Information:

Additional Cost Description:

None

Upon completion of this course, students will be able to...

  • Understand, interpret, or analyze in authentic informational texts
  • Understand, interpret, or analyze in authentic fictional texts
  • Understand, interpret, or analyze in conversations, discussions, and presentations
  • Exchange information and ideas in conversations
  • Meet my needs and address situations in conversations
  • Express, react to, and support preferences and opinions in conversations
  • Present information to narrate about my life, experiences, and events
  • Present information to give a preference, opinion, or persuasive argument
  • Present information to inform, describe, or explain
  • Examine the relationship between cultural products and perspectives
  • Examine the relationship between cultural practices and perspectives
  • Demonstrate intercultural competence when interacting with others in and from another culture
  • Demonstrate knowledge, while using the target language
  • Engage in critical thinking and solve problems creatively
  • Explore diverse perspectives through the target language and culture(s)
  • Compare the nature of my language to another language
  • Use language to compare another culture to my own
  • Use language to collaborate and interact with others

NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Pilot: Review Pending
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Pilot: Review Pending
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Pilot: Review Pending
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Pilot: Review Pending
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Pilot: Review Pending
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Pilot: Review Pending
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Pilot: Review Pending
A8. Learners are offered an orientation prior to the start of the online course. Pilot: Review Pending
Rating Comments
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* Pilot: Review Pending
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. Pilot: Review Pending
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Pilot: Review Pending
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Pilot: Review Pending
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Pilot: Review Pending
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Pilot: Review Pending
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Pilot: Review Pending
B8. The online course is free of adult content and avoids unnecessary advertisements.* Pilot: Review Pending
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Pilot: Review Pending
B10. Documentation and other support materials are available to support effective online course facilitation.* Pilot: Review Pending
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Pilot: Review Pending
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Pilot: Review Pending
C3. The online course is organized by units and lessons that fall into a logical sequence. Pilot: Review Pending
C4. The online course content is appropriate to the reading level of the intended learners.* Pilot: Review Pending
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Pilot: Review Pending
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Pilot: Review Pending
C7. The online course provides regular opportunities for learner-learner interaction. Pilot: Review Pending
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Pilot: Review Pending
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Pilot: Review Pending
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Pilot: Review Pending
D2. Valid course assessments measure learner progress toward mastery of content. Pilot: Review Pending
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Pilot: Review Pending
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Pilot: Review Pending
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Pilot: Review Pending
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Pilot: Review Pending
E2. The online course design facilitates readability.* Pilot: Review Pending
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Pilot: Review Pending
E4. Course multimedia facilitate ease of use.* Pilot: Review Pending
E5. Vendor accessibility statements are provided for all technologies required in the course.* Pilot: Review Pending
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Pilot: Review Pending
F2. The online course tools support the learning objectives or competencies.* Pilot: Review Pending
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Pilot: Review Pending
F4. The course allows instructors to control the release of content.* Pilot: Review Pending
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Pilot: Review Pending
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Pilot: Review Pending
G2. The online course is reviewed to ensure that the course is current. Pilot: Review Pending
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Pilot: Review Pending

Review Conducted By: Quality Matters
Date of Review: 01/04/2022

Module 7: Semester One Review, Expanding School and Home Vocabulary, & Spotlight: Dominican Republic
Module 8: Clothing and Color & Spotlight: Argentina
Module 9: Health and the Body, Hay and Hacer, Idioms and Gestures Around the World, & Spotlight: Colombia
Module 10: Food and Drink, Preferences, Time, & Spotlight: Ecuador
Module 11: Cities, Possession, Location, & Spotlight: Cuba
Module 12: Obligations vs. Preferences, Diminutive and Augmentative Suffixes and Prefixes, & Spotlight: Bolivia

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 04/19/2021 08/27/2021 09/21/2021 08/13/2021 12/17/2021 100 $325
Semester 04/19/2021 10/29/2021 11/23/2021 09/13/2021 01/28/2022 100 $325
Semester 04/19/2021 09/17/2021 09/14/2021 08/20/2021 01/07/2022 100 $325
Semester 04/19/2021 09/17/2021 09/21/2021 08/27/2021 01/14/2022 100 $325
Semester 04/19/2021 09/17/2021 10/05/2021 09/03/2021 01/21/2022 100 $325
Semester 04/19/2021 09/17/2021 10/05/2021 09/10/2021 01/28/2022 100 $325
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 08/27/2021
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 10/29/2021
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. Semester 04/19/2021 09/17/2021
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.

Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.

Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/