Spanish 2A (Fall 2021)
Course Description:
This is the first semester of a two-semester course sequence. In this Spanish II course, you will explore the products, practices, and perspectives of various countries in the Spanish speaking world and compare them with your own. You will be introduced to reading, writing, listening, and speaking strategies to help you negotiate meaning of authentic Spanish language. You will be studying topics such as: daily routines, life events, shopping, the fives senses, eating out, vacations, giving advice and suggestions, and entertainment. You will be performing interpretive, interpersonal, and presentational communication tasks in Spanish to level up your proficiency.
Course Details:
| Course Title (District): |
Spanish 2A (Fall 2021) |
| Course Title (NCES SCED) : |
Spanish II |
| 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 Foreign Languages |
| Alignment Document : |
https://learn.michiganvirtual.org/alignment-document-coming-soon |
| Academic Terms : |
Accelerated, Semester, Trimester, Open Entry / Fixed End |
| NCES SCED Code : |
| Subject Area : |
World Language |
| Course Identifier : |
Spanish II |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
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:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
None
Upon completion of this course, students will be able to...
- Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
- Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
- Use the language to investigate, explain, and reflect on the relationship between the products, practices, and perspectives of the culture studied.
- Demonstrate intercultural competence when interacting with others.
- Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
- Evaluate information and diverse perspectives that are available through the target language and its cultures.
- Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own.
- Use the target language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
- Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
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 1: Setting Personal Goals for Language Proficiency
Module 2: Reading Strategies and Examining Cultural Perspectives
Module 3: Listening Strategies and Conversational Skills
Module 4: Communicating Preferences and Abilities, Saber and Conocer, and Writing Letters and Emails
Module 5: Narrating Daily Routines
Module 6: Communicating Past Experiences and Using the Preterite Tense
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
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.
