Twin Peak Languages

A note from Mrs. Peek

My courses do not correspond in scope and sequence exactly to what a
student would get in a public school Spanish program, but by the end of
the third year we have fulfilled and exceeded all requirements of Spanish I, II and III.

Course pacing and study habits

The first year is taken very slowly with a steady, methodical approach. I teach my students first how to learn a foreign language and require them to develop good study habits.  I emphasize mastery of content in grammar, spelling and vocabulary.

"Mastery" means that when I assign vocabulary I expect students to make
flashcards and to study them by first looking at the Spanish side and then
later in the week the English, so that they can, at quiz time, recall Spanish vocabulary directly. On examinations I do not provide word banks or multiple choices which do not encourage active learning, but passive: "Well, I know it when I see it"   or "I understand but don't speak..." indicates minimal proficiency at best. Grammar is taught with the same expectation, so we progress quite slowly within the first academic year.  It functions as the foundation level of the pyramid.  The rate of construction   picks up significantly in Spanish II and Spanish III.  Since mastery is expected, little time is dedicated to review in  the second and third years.

Spanish II and Beyond

During Spanish II the high school text is supplemented with a college-level video-based program.   It is available free online and is called Destinos.  We watch in class, discuss, and students are assigned to watch again a time or two at home. Over the final 2 years students write summaries of the plot line and as their proficiency develops  expand and polish as they  incorporate the new grammatical constructions that they have acquired.

Academic Expectations

As it is my expectation that all students strive for 90% or better in their class work, especially at the Spanish I level.  At the end of the first 6- or 8-week period I will evaluate all students' progress.  If a student is performing at lower than 85%  I will be in contact with parents.  Grades of 80% or lower are of serious concern and will result in a student's being placed on academic probation. 

Students are provided 4 days of assignments and answer keys. These are posted online.  Parents are encouraged to review them as well. Assignments are designed to be completed in order, and over a 4-day period.  Languages are learned incrementally. Repetition is key to mastery.  Cramming a week's work into the day before class is a very poor academic plan and the results make themselves evident. (See Academic Expectations section above.)

A quiz is sent home to be taken at  completion of the week's work, or  may be taken immediately  in class upon returning each week. Students are encouraged to bring questions to class  and ask them before the previous week's quiz is graded.  Quiz grades cumulatively  count as the first exam grade over each unit.  Then a summary exam is given over the same content.  Thus each unit generates two grades. Projects are assigned twice yearly and count as exam grades as well.   The student's one lowest exam/project grade is dropped for the year before the final average is calculated.

The exam average is calculated as 80%  and the final exam as 20% of the final course grade.

Thank you for considering to allow me to be an influence in your child's life. I look forward to hearing from you and answering any questions.  If your child is coming out of another program, please contact me for details on determining placement.

Grace and peace to you and yours,

Amy Peek