Spanish 3-4
Course description:
The student continues to develop the skills needed in listening, speaking, reading, writing and the use of structure. Vocabulary growth and oral work are still fundamental, but reading and writing receive increasing emphasis. The student continues to learn how language is a major expression of the cultural of its speaker. Cultural diversity is stressed. The students understanding of the relationships among languages and the nature and function of communication is enhanced. All major verb tenses will be covered in this class such as the present, past, future, and conditional tenses along with the subjunctive mode.
Priority standards:
1.3.1 Exchange memorized greetings, introductions, leave takings, and basic personal information.
1.3.2 Express numbers in time, dates, currency, phone numbers and addresses.
1.3.3 Ask memorized questions in highly predictable, common daily settings.
1.3.4 Use memorized words and learned phrases in familiar contexts.
1.3.5 Give some memorized directions and commands.
1.4.1 Exchange basic personal information, preferences, and personal needs.
1.4.2 Exchange information using time, date, prices and location in common situations.
1.4.3 Ask and answer simple questions, using familiar, learned materials.
1.4.4 Formulate simple statements and descriptions using familiar and somc recombinations of learned material.
1.4.5 Give basic, simple directions and commands
1.6.1 Exchange personal feelings, thoughts, ideas and
basic opinions.
1.6.2 Use numbers in a widening variety of tasks such as making appointments and
reservations
1.6.3 Initiate and briefly maintain a conversation using a series of simple, related questions and responses.
1.6.4 Initiate, sustain and close a basic communicative task by combining and
recombining learned elements.
1.6.5 Give multi-step directions for a simple task.
3.3.1 Read and understand some common cognates, borrowed words, and high frequency
words from familiar material.
3.3.2 Use contextual and visual cues to make meaning of an increasing number of words and phrases
(e.g., bilingual dictionaries, pattern books and children’s literature).
3.3.3 Pick out the main idea by suing contextual and visual cues.
3.3.4 Make simple predictions.
4.3.1 Writes basic autobiographical information, high frequency words, and memorized phrases
from familiar material.
4.3.2 Employ print protocol (e.g., Japanese, writing from top to bottom and right to left)
4.3.3 Write simple original sentences from memorized and familiar material in order to respond to short answer questions with complete sentences and write multi-paragraph descriptions, short stories and personal narratives.
Schedule of topics/units covered:
Students will cover the following topics:
-greetings
-family
-home
-weather
-interests and leisure
-food
-daily routines
-self
-places and geography
-time
-school
-schedules and routines
-shopping
-community
-short story analysis
Academic Vocabulary:
Students will study vocabulary in order to communicate about the following topics:
-greetings
-family
-home
-weather
-interests and leisure
-food
-daily routines
-self
-places and geography
-time
-school
-schedules and routines
-shopping
-community
-short story analysis
District adopted materials
q The textbook DIME DOS, in which we will cover Units 1-5.
q The practice book Cuaderno a Practicar (CAP)
q The activitiy book Cuaderno de Actividades (CDA).
Supplemental resources:
Various fairy tales and short stories written in Spanish will be incorporated into the class.
Differentiation/ accessibility strategies and support (TAG, ELL, SpEd, other):
Multi-option assignments are frequently used
Time is used flexibly in accordance with student need
Extensions are provided when reasonable
Multiple materials and resources are provided
The teacher facilitates students' skills at becoming more self-reliant learners
Students are assessed in multiple ways
Students are able to help other students and help the teacher solve problems
Tiered Lessons (tasks assigned by readiness, interest, or learning style) are incorporated
Group work involves both heterogeneous and homogenous readiness student groups to meet individual learning level needs
Curriculum may be “compacted” to ensure students are learning at an appropriate rate.
Teacher uses more complex and probing questioning strategies to challenge advanced students.
FLEX time is used to meet one on one with students to meet individual learning needs.
Final proficiencies:
Comprehends main ideas on familiar topics
Comprehends short, simple conversations/narrative (familiar topics)
Makes meaning of familiar words/phrases (simple sentences)
Extracts discrete information from simple written material
Understands short, predictable texts
Reads/understands some common cognates, etc.
Understands & follows short, simple directions or instructions
Distinguishes questions, statements, and exclamations
Guesses the meaning of some words based on context
Skims authentic written materials for relevant basic facts (e.g., prices, locations, times, etc.)
Introduces self and other people & responds to introductions using culturally appropriate greetings
Extends & accepts invitations
Is able to talk about self, family, places, geography, time, weather, home, school, leisure activities/interests, schedules and routines, shopping and community.
Responds to short answer questions with complete sentences.
Writes multi-paragraph descriptions, short stories and personal narratives.
Career-related learning experiences (CRLEs)
oGuest speakers
oProject-based Learning
Essential skills to be
taught or assessed:
Read and comprehend
Write clearly and accurately
Listen actively and speak clearly
Think critically
Personal management and teamwork
Use technology
Global Literacy
Assessment/evaluation/grading policy:
Assessment/evaluation/grading policy:
Evaluation of course work: Points are totaled and grades are computed as follows:
90% to 100% = A 80% to 89% = B 70% to 79% = C
60% to 69% = D 0% to 59% F
The student’s final grade is based upon the following percentage breakdown:
45% Active Participation
45% Assessment
10% Semester Final Exam
**A note about how the “active participation” grade will be determined:
Practice and a willingness to take risks in using the target language is the key to success in foreign language courses. As a result, active participation makes up a considerable portion of your grade.
The following aspects of student performance and participation in class will be observed/attributed points on a daily basis:
1.) How often student communicates in Spanish. Points will be deducted if a student has learned how to say “May I open the window” in Spanish, yet asks the teacher the same question in English instead...it is okay to attempt to say something in Spanish and then ask the teacher for help if the student forgets a word or a phrase that relates to what he/she is trying to say. Trying counts.
2.) How often he/she contributes to class discussions and oral warm up questions/activities
3.) How well he/she uses Spanish—I don’t expect perfection—and errors are completely understandable during this beginning stage of language learning. However, I do expect risk-taking for the sake of improving language skills—this means trying out that new vocabulary word or phrase whenever you get the opportunity. It also means attempting to speak in complete sentences instead of fragments or yes/no answers.
4.) Student cooperation and leadership in pair and group work—points will be deducted if students are having side-conversations in English instead of practicing Spanish during group work.
5.) Student’s effective use of instructional time. Points will be taken away if a student arrives late and as a consequence doesn’t fully participate in the oral and/or written warm up activities. Other examples of not using instructional time effectively that can lead to a deduction of points: student has side conversations in English, he/she behaves in a disrespectful or inappropriate way that disrupts class discussions, he/she distracts peers during pair or group activities, he/she does not engage in the task at hand.
6.) Student organization: Work is brought in and prepared according to class procedures so that valuable instructional time is not disrupted to “find that paper”. Students must also come to class prepared with required materials so as to not waste time borrowing materials in class.
7.) How proactive the student is in letting the instructor know that he/she needs help—If student asks for clarification when needed, if student comes to flex time when help is required, if student is proactive in finding out about the assignments missed during an absence etc.
**I will keep a daily tally of points for each student in relation to active participation and I will assign an active participation grade for each student every two weeks.
Behavioral expectations:
1.) Participate in all activities in an appropriate manner. This includes using the appropriate voice, tone, and level, active listening and doing your share of the task at hand.
2.) Follow all prescribed procedures.
3.) Come to class on time with all required materials—and be prepared to participate
4.) All cel phones and ipods must be turned off and put away during class. Students will receive one warning if a phone accidentally rings or if headphones are still on in the beginning of class etc—if it happens again the phone or ipod will be confiscated and only released to the parent after a teacher/parent/student meeting.
5.) Absolutely no food or drink in the classroom. Just water will be permitted.
6.) Remain in seat until the teacher dismisses you.
Policies:
Discipline:
If problems arise the following consequences will result:
I will remind you that your behavior is inappropriate. If you stop doing whatever it was that prompted my attention, then there will be no further action taken.
If your behavior continues and you are a repeat offender, then you will change seating or have a student-teacher conference immediately or after school.
If I have to exclude you from my class, I will call or email home and write a referral for an appropriate help to vice principal, counselor, health center, or other specialist.
Outrageous behavior may cause for the student to immediately skip any of the above-mentioned steps and exclusion from class will take place until the problem has been appropriately resolved.
Tardy: It is unacceptable to be late for class. Students need to enter their name and reason in the TARDY BOOK. Tardies will be dealt with in the following manner: 1st tardy – write name on tardy book 2nd write name + warning . 3rd write name + teacher will write a referral. By default students will lose active participation points too because they will not have arrived on time for warm up activities.
Safety issues and requirements:
· Remain in seat until the bell rings. I will dismiss the class.
· Respect the safety and property of others—if anyone’s safety is compromised due to your actions you will be penalized to the full extent of the school discipline policy and the law if necessary.
· Keep all aisles clear for teacher and other students to be able to walk up and down the rows without fear of tripping over something.
· Report all suspicious activities for the well-being of our school community
