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John Layne Hendrick » Spanish I Teacher

Spanish I Teacher

WELCOME TO SPANISH I

 

Course Overview

At Hutto Middle School we offer Spanish I to 8th graders who are hard-working and willing to do high school level work. This course may also be taken in the 9th grade at Hutto High School.

As first year students you can expect to complete five chapters of your Spanish textbook:  Realidades, Level 1.  The course includes a variety of activities that will help you gain a basic understanding of the Spanish language and some of the people who speak it.  By the end of this course you will be able to:

  • Recite and pronounce the Spanish alphabet, the days of the week, colors, and numbers 0 to 100
  • Greet friends and family
  • Tell time
  • Ask for information
  • Describe yourself and others
  • Talk about what you do in school
  • Talk about what you do for fun
  • Talk about the sports you like
  • Describe your favorite foods
  • Describe your family

You can also expect to develop listening, speaking, reading, and writing skills in order to communicate in Spanish.  Throughout the course you will be introduced to different forms of Hispanic culture, from everyday life to art and literature.

 

Profesor Layne Hendrick,

Master of Arts: English and Spanish

 

 

Recent Posts

Spanish 1 and 2: Texas Essential Knowledge and Skills TEKS

Chapter 114. Texas Essential Knowledge and Skills for Languages Other Than English
Subchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§7.102, 28.002, and 28.025, unless otherwise noted.

§114.21. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English, High School.

The provisions of this subchapter shall supersede §75.62(a)-(g) and (k)-(o) of this title (relating to Other Languages) beginning September 1, 1998.

Source: The provisions of this §114.21 adopted to be effective September 1, 1998, 22 TexReg 4930.

§114.22. Levels I and II - Novice Progress Checkpoint (One Credit Per Level).

(a) General requirements.

(1) Levels I and II - Novice progress checkpoint can be offered in elementary, middle, or high school. At the high school level, students are awarded one unit of credit per level for successful completion of the level.

(2) Using age-appropriate activities, students develop the ability to perform the tasks of the novice language learner. The novice language learner, when dealing with familiar topics, should:

(A) understand short utterances when listening and respond orally with learned material;

(B) produce learned words, phrases, and sentences when speaking and writing;

(C) detect main ideas in familiar material when listening and reading;

(D) make lists, copy accurately, and write from dictation;

(E) recognize the importance in communication to know about the culture; and

(F) recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar.

(3) Students of classical languages use the skills of listening, speaking, and writing to reinforce the skill of reading.

(b) Introduction.

(1) Acquiring another language incorporates communication skills such as listening, speaking, reading, writing, viewing, and showing. Students develop these communication skills by using knowledge of the language, including grammar, and culture, communication and learning strategies, technology, and content from other subject areas to socialize, to acquire and provide information, to express feelings and opinions, and to get others to adopt a course of action. While knowledge of other cultures, connections to other disciplines, comparisons between languages and cultures, and community interaction all contribute to and enhance the communicative language learning experience, communication skills are the primary focus of language acquisition.

(2) Students of languages other than English gain the knowledge to understand cultural practices (what people do) and products (what people create) and to increase their understanding of other cultures as well as to interact with members of those cultures. Through the learning of languages other than English, students obtain the tools and develop the context needed to connect with other subject areas and to use the language to acquire information and reinforce other areas of study. Students of languages other than English develop an understanding of the nature of language, including grammar, and culture and use this knowledge to compare languages and cultures and to expand insight into their own language and culture. Students enhance their personal and public lives and meet the career demands of the 21st century by using languages other than English to participate in communities in Texas, in other states, and around the world.

(c) Knowledge and skills.

(1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:

(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain information;

(B) demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics; and

(C) present information using familiar words, phrases, and sentences to listeners and readers.

(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:

(A) demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and

(B) demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.

(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:

(A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and

(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.

(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:

(A) demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied;

(B) demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and

(C) demonstrate an understanding of the influence of one language and culture on another.

(5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to:

(A) use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and

(B) show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.

Source: The provisions of this §114.22 adopted to be effective September 1, 1998, 22 TexReg 4930.

Samantha Steadman Wins HMS Chess Championship

 

2015 Hutto Middle School Chess Championship

This past Thursday, April 2, 2015, the Hutto Middle School Chess Championship was decided. The results were as follows: 

Samantha Steadman, 1st Place; A.C. Webb, tied for 2nd Place; Maci Cunningham, tied for 2nd Place; Rachel Flacynski, Third Place. 

Other students who participated in the tournament were: Adrian Martin, Casey Scurlock, Owen Balcer, Aspen Gillespie, Lora Morrow, Joel Hawthorne, Dvae Nichols, Navaeh McGuire, Ella Rabon, Travis Bulding, Matthew Purcell and Jade Nash.

 
 

Biographical Info

 

            I graduated with a BA  in English and Spanish from Austin College in Sherman, Texas in 1975, and received an MA  in English and Spanish from Texas State University in 1982. My speciality for both degrees was contemporary British and American poetry, and Spanish and Mexican literature.

            This year I begin my 40th year as an educator,during my career I have taught school in Kingsville, Houston, New Braunfels, San Marcos, Wimberley, Austin and Hutto.

            I love teaching because I like to help students discover their own ability to be knowledgeable, creative and kind to others.

            My favorite interests and hobbies are family, hiking, rock and artifact collecting, fishing, swimming, creative writing, publishing, playing the guitar, travel and surfing.  I am a published  writer and poet, and have written several books of poetry. I especially like spending time with my family on vacation in Rockport, Texas or at Mo Ranch.

            I have been blessed with a lovely wife, Wendy Dubois.  I have 5 awesome children: John Kristan, Heather Brooke, Brett Chapman Andrew Ryan and Emilie Ruth.

            I feel lucky to be alive, I love my life, and I consider it an honor and privilege to be here to serve the students and parents of this wonderful school, Hutto Middle School.