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Sra T. Simmons
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Sections
- Sra. Simmons' Syllabi • August 13th, 2009
- Spanish 3: • November 19th, 2009
- AP Spanish: • November 19th, 2009
- Helpful Hints and Links • October 8th, 2009
- Time to play! • November 14th, 2007
- News from the Spanish-speaking World • January 30th, 2008
Jun
22
Spanish 3 syllabus
Last updated 3 months, 1 week ago.
Spanish 3 2009-10 Señora Simmons Text: En Español 3 Cost: $56.31 Tutoring: Tutoring is available on Tuesdays and Wednesdays, both before and after school. You must make an appointment with me at least one day in advance of your session to allow me time to prepare. Cheating: If a student is caught copying someone else’s work, then the discipline procedure will follow that found in the EPHS Student Handbook. A zero will be given on any graded activity and parents will be contacted on the first offense. Georgia Performance Standards for Modern Languages Level III The students: MLIII.IP1A Express needs and desires. MLIII.IP1B Share feelings and emotions. MLIII.IP1C Exchange opinions and preferences. MLIII.IP1D Give detailed descriptions. MLIII.IP1E Give and follow detailed directions and instructions. MLIII.IP1F Ask questions and provide responses on topics and events found in a variety of print and non-print sources. MLIII.IP2A Participate in extended oral and written activities reflecting the present. MLIII.IP2B Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2D Use paraphrasing, some circumlocution, and body language to convey and comprehend messages. MLIII.IP2E Begin to self-correct. MLIII.IP2F Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIII.INT1A Identify main ideas and supporting details from a variety of sources. MLIII.INT1B Understand culturally authentic materials and information. MLIII.INT1C Demonstrate comprehension of current events and issues presented through print and electronic media. MLIII.INT1D Follow instructions given in the target language. MLIII.INT1E Understand simple connected discourse. MLIII.INT1F Demonstrate Novice-High to Intermediate-Low proficiency in listening, viewing, and reading comprehension. MLIII.P1A Summarize and communicate main ideas and supporting details from a variety of authentic language materials. MLIII.P1B Produce brief oral presentations in the present with increasing proficiency, using visual and technological support as appropriate. MLIII.P1C Write short, organized compositions in the present with increasing accuracy, using visual and technological support as appropriate. MLIII.P1D Begin to prepare presentations in the past and future. MLIII.P1E Demonstrate Novice-High to Intermediate-Low proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. MLIII.P2A Prepare and present culturally authentic poetry, skits, or stories. MLIII.P2B Prepare and present original essays, poetry, skits, or stories in the target language. MLIII.CU1A Participate in real or simulated cultural events. MLIII.CU1B Discuss patterns of behavior typically associated with culture(s). MLIII.CU1C Investigate the role of geography in the history and development of the culture(s) studied. MLIII.CCC1A Understand the role of major contemporary and historical figures and events from the culture(s) studied. MLIII.CCC1B Relate topics studied in other subject areas to those studied in the target language class. MLIII.CCC1C Recognize how the viewpoints of people in countries where the target language is spoken are reflected in their practices and products, such as political systems, art, architecture, music, and literature. MLIII.CCC2A Discuss the influences of events and issues on the relationships between countries where the target language is spoken and the students’ own culture. MLIII.CCC2B Compare and contrast social conventions of the target cultures with the students’ own culture. MLIII.CCC2C Compare aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with the students’ own culture. MLIII.CCC3A Demonstrate understanding that language and meaning do not transfer directly from one language to another. MLIII.CCC3B Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied. MLIII.CCC4A Extend target language skills and cultural knowledge through the use of media, entertainment, and technology. MLIII.CCC4B Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce cultural knowledge. Grading Policy PCSS Policy Class percentages 100-90 A Informal Assessments 25% 89-80 B Formal Assessments 60% 79-70 C Final Exam 15% 69- F Vocabulary: Vocabulary terms will be presented and concepts and definitions developed as the material is presented in class. Unit 1 – When cultures collide… GPS - IP1, IP2, P1, CU1, CCC2 August 17-September 2 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work Cultural comparisons Language structures: adjective agreement, present tense, and present progressive tense Unit 2 – Highlights in History GPS – UP2,P1, INT1, CCC1, CCC2, IP1 September 3-18 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work Discussion of historical influences Language structures: preterit vs imperfect tenses, expressions with hace Unit 3 – En mi futuro (Your future plans) GPS- IP2, P1, IP1, INT1, CCC3 September 21- October 7 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work The perfect mate Discussion of choosing a job/college Complete job/college applications Mock interviews Language structures: future and conditional tenses, si clauses, direct and indirect objects pronouns Unit 4 – Fit is IT! (Health and Wellness) GPS – CCC3, CCC2, IP1, INT1 October 8 – 23 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work Discuss current national health issues Discuss healthy/unhealthy habits Language structures: regular subjunctive tense, double object pronouns Unit 5 – Pack a bag! (Traveling abroad) GPS – CU1, IP2, INT1 October 26-November 13 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work Make travel plans Discuss traveling abroad Language structures: irregular subjunctive tense, subjunctive vs indicative moods Unit 6 - What is in? (Fashion and media in the Hispanic world) GPS – P1, CCC1, CCC4, INT1 November 16 – December 11 Classroom Activities: Listening comprehension activities Reading comprehension activities Writing activities Paired and small group work Presentation on Mexico Command lab Variety show project Carnival celebration Language Structures: subjunctive with uncertainty, verbs like gustar, por vs para December 14-18 - Skits using semester topics to review for final exams. January 4-8 - Review for final exams January 11-14 - Final exams
Spanish 3
2009-10
Señora Simmons
Text: En Español 3 Cost: $56.31
Tutoring: Tutoring is available on Tuesdays and Wednesdays, both before and after school. You must make an appointment with me at least one day in advance of your session to allow me time to prepare.
Cheating: If a student is caught copying someone else’s work, then the discipline procedure will follow that found in the EPHS Student Handbook. A zero will be given on any graded activity and parents will be contacted on the first offense.
Georgia Performance Standards for Modern Languages Level III
The students:
MLIII.IP1A Express needs and desires.
MLIII.IP1B Share feelings and emotions.
MLIII.IP1C Exchange opinions and preferences.
MLIII.IP1D Give detailed descriptions.
MLIII.IP1E Give and follow detailed directions and instructions.
MLIII.IP1F Ask questions and provide responses on topics and events found in a variety of print and non-print sources.
MLIII.IP2A Participate in extended oral and written activities reflecting the present.
MLIII.IP2B Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2C Exchange information through conversations, notes, letters, or e-mail on familiar topics.
MLIII.IP2D Use paraphrasing, some circumlocution, and body language to convey and comprehend messages.
MLIII.IP2E Begin to self-correct.
MLIII.IP2F Demonstrate Novice-High to Intermediate-Low proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.
MLIII.INT1A Identify main ideas and supporting details from a variety of sources.
MLIII.INT1B Understand culturally authentic materials and information.
MLIII.INT1C Demonstrate comprehension of current events and issues presented through print and electronic media.
MLIII.INT1D Follow instructions given in the target language.
MLIII.INT1E Understand simple connected discourse.
MLIII.INT1F Demonstrate Novice-High to Intermediate-Low proficiency in listening, viewing, and reading comprehension.
MLIII.P1A Summarize and communicate main ideas and supporting details from a variety of authentic language materials.
MLIII.P1B Produce brief oral presentations in the present with increasing proficiency, using visual and technological support as appropriate.
MLIII.P1C Write short, organized compositions in the present with increasing accuracy, using visual and technological support as appropriate.
MLIII.P1D Begin to prepare presentations in the past and future.
MLIII.P1E Demonstrate Novice-High to Intermediate-Low proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.
MLIII.P2A Prepare and present culturally authentic poetry, skits, or stories.
MLIII.P2B Prepare and present original essays, poetry, skits, or stories in the target language.
MLIII.CU1A Participate in real or simulated cultural events.
MLIII.CU1B Discuss patterns of behavior typically associated with culture(s).
MLIII.CU1C Investigate the role of geography in the history and development of the culture(s) studied.
MLIII.CCC1A Understand the role of major contemporary and historical figures and events from the culture(s) studied.
MLIII.CCC1B Relate topics studied in other subject areas to those studied in the target language class.
MLIII.CCC1C Recognize how the viewpoints of people in countries where the target language is spoken are reflected in their practices and products, such as political systems, art, architecture, music, and literature.
MLIII.CCC2A Discuss the influences of events and issues on the relationships between countries where the target language is spoken and the students’ own culture.
MLIII.CCC2B Compare and contrast social conventions of the target cultures with the students’ own
culture.
MLIII.CCC2C Compare aspects of the cultures studied, such as language, clothing, foods, dwellings, and recreation, with the students’ own culture.
MLIII.CCC3A Demonstrate understanding that language and meaning do not transfer directly from one language to another.
MLIII.CCC3B Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the language studied.
MLIII.CCC4A Extend target language skills and cultural knowledge through the use of media, entertainment, and technology.
MLIII.CCC4B Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce cultural knowledge.
Grading Policy PCSS Policy Class percentages
100-90 A Informal Assessments 25%
89-80 B Formal Assessments 60%
79-70 C Final Exam 15%
69- F
Vocabulary: Vocabulary terms will be presented and concepts and definitions developed as the material is presented in class.
Unit 1 – When cultures collide…
GPS - IP1, IP2, P1, CU1, CCC2
August 17-September 2
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
Cultural comparisons
Language structures: adjective agreement, present tense, and present progressive tense
Unit 2 – Highlights in History
GPS – UP2,P1, INT1, CCC1, CCC2, IP1
September 3-18
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
Discussion of historical influences
Language structures: preterit vs imperfect tenses, expressions with hace
Unit 3 – En mi futuro (Your future plans)
GPS- IP2, P1, IP1, INT1, CCC3
September 21- October 7
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
The perfect mate Discussion of choosing a job/college
Complete job/college applications Mock interviews
Language structures: future and conditional tenses, si clauses, direct and indirect objects pronouns
Unit 4 – Fit is IT! (Health and Wellness)
GPS – CCC3, CCC2, IP1, INT1
October 8 – 23
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
Discuss current national health issues Discuss healthy/unhealthy habits
Language structures: regular subjunctive tense, double object pronouns
Unit 5 – Pack a bag! (Traveling abroad)
GPS – CU1, IP2, INT1
October 26-November 13
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
Make travel plans Discuss traveling abroad
Language structures: irregular subjunctive tense, subjunctive vs indicative moods
Unit 6 - What is in? (Fashion and media in the Hispanic world)
GPS – P1, CCC1, CCC4, INT1
November 16 – December 11
Classroom Activities:
Listening comprehension activities Reading comprehension activities
Writing activities Paired and small group work
Presentation on Mexico Command lab
Variety show project Carnival celebration
Language Structures: subjunctive with uncertainty, verbs like gustar, por vs para
December 14-18 - Skits using semester topics to review for final exams.
January 4-8 - Review for final exams
January 11-14 - Final exams
Jun
22
AP Spanish Language syllabus
Last updated 3 months, 1 week ago.
AP Spanish Language
2009-2010
Course Overview
In this course, students will develop a strong command of the Spanish language with focus on the four skills, listening, speaking, reading and writing. We will work with written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice and aural comprehensions skills through the use of quality, authentic and level-appropriate materials in both audio and video recordings. Students will also be exposed to world literature and current events taken from various forms of media which will be used as prompts for various activities within the classroom.
This class will be conducted completely in Spanish and will include frequent writing and integration of skills with a rigorous review of grammatical structures. Organizational and analytical strategies will be taught.
Course objectives:
I. Express ideas accurately and fluently in writing. Improve writing skills through:
A. Essay writing – Every unit, each student will write formal essay that reflect the content of that unit. The essay will consist of a minimum of 200 words, on an appropriate topic and will require synthesis of both written and aural resources. Each student will be evaluated using the AP rubrics given to them at the beginning of the school year.
B. Other Writing Tasks – There are weekly writing assignments related to topics covered: letters, e-mails, abstract writing, dialogues, or writing reactions to articles and literature.
II. Synthesize vocabulary and structures to broaden understanding in reading newspapers, magazine articles, and literary pieces with increasing ease and accuracy. Improve reading skills through:
A. Weekly reading focus and text analysis – Students will read and interpret selected samples of authentic literary prose and poetry, current topics, and communications.
B. Reading strategies – The following are examples of the reading strategies that will be regularly used to improve reading skills: thinking maps, word attack skills, contextual clues, and interactive reading.
C. Research projects – Students use reading strategies and vocabulary knowledge to improve reading skills while investigating various topics, and ultimately to create and to present a synthesis.
III. Speak with fluency, accuracy in structure and syntax, using a rich vocabulary and appropriate pronunciation and intonation. Improve speaking skills through:
A. Interpersonal language focus – Respond to conversational prompts, such as interviews, asking directions, advice, and story telling. Students will have at least one major project per nine week cycle that includes an oral presentation.
B. Participate daily in class discussions in the target language – Improve vocabulary, fluency, pronunciation and intonation through directed or free class discussion.
IV. Understand the spoken language both formally and informally in conversations or narrations. Improve listening skills through:
A. Interpreting spoken material – Interpret messages, lectures and other materials spoken using a variety of regional dialects. Become familiar with pronunciation, dialects and aural syntax.
B. Listening to narratives and dialogues to make inferences, predictions, and interpret linguistic cues.
V. Expand knowledge and understanding of the practices, perspectives and products of Spanish and Hispanic cultures. Enrich knowledge of Hispanic and Spanish cultures through:
A. Discussing literary and cultural topics, current events, and personal experiences.
B. Incorporating culture in other skills learned – Culture is integrated throughout the year, connected meaningfully to reading, writing, listening and speaking skills.
VI. Acquire and enrich vocabulary and grasp structures that enable the student to manipulate a variety of reading and aural materials. Improve vocabulary through:
A. Reviewing and broadening vocabulary – Students use methods such as reading, investigation, and listening to a wide range of topics, and apply it in speaking and writing.
B. Using idiomatic expressions, cognates, synonyms, and antonyms correctly – Lean and apply in aural and writing exercises the specific uses of idiomatic expressions, cognates, synonyms, antonyms.
C. Using transitions – Learn and correctly use transition words and expressions related to written and spoken Spanish. Use transitions to introduce an idea, add another idea, express a contrasting point of view, emphasize, give examples, draw a conclusion, etc.
VII. Be able to implement a variety of grammatical structures using proper concordance (subject-verb, subject-adjective, gender-noun agreement, tense agreement, sequence of tenses), correct mechanics (punctuation, accentuation, syntax, orthography), and superior language control. Improve knowledge of grammar through:
A. Applying grammatical and syntactic rules, focusing on problematic areas – Generally, the problematic areas include, but are not limited to tenses and moods (ser vs. estar, preterit vs. imperfect, sequence of tenses, commands, complex constructions using the subjunctive, irregular and spelling-change verbs), nouns and their modifiers (direct and indirect object pronouns, relative pronouns, adjective placement) and other verbal and syntactic constructions (passive voice, reflexives, making comparisons, por vs. para, prepositions, transitions, accentuation, etc.).
B. Implementing/synthesizing a variety of grammatical and syntactic structures in speaking and writing.
Grade Calculation: Grade Values:
Quizzes, writing activities, A 90-100
and taped speaking B 89-80
activities 25% C 79-70
F 69 or below
Tests, major projects 60%
Final Exam 15%
AP Spanish Language Weekly Course Planner
Each week will contain the following:
~speaking activities, both in pairs and in small group
~listening comprehension activities
~writing assignments, either take-home or a timed in-class writing
~reading comprehension activities, sources vary from magazine articles to short stories
~vocabulary quiz
~comprehensive verb conjugation quiz
~cultural discussions as applies to the theme of each unit
Note: This class will place a heavy emphasis on speaking and listening abilities. Grammar exercises, writing passages, reading passages are to be completed outside of class and will be discussed the day that the material is due. Students will be expected to audiotape themselves at least once per unit for evaluation.
Week 1-3 – August 17-September 4
Unidad 1 “Sobre las relaciones familiares”
Present indicative (regular, stem changing and reflexive verbs)
Present progressive
Personal a
Direct object pronouns
Indirect object pronouns
Albúm; “La Sala de espera”
Unit 1 test
Week 4-6 – September 7-25
Unidad 2 “Sistemas educativos”
Ser vs. Estar
Adjectives
Possessive Adjectives
Double object pronouns
Omission of articles
Gender rules
Preterite tense
Imperfect tense
Albúm: “El tiempo borra”
Unit 2 test
Week 7–9 – September 28-October 15
Unidad 3 “Los deportes y las actividades al aire libre”
Verbs like gustar
Preterite vs. Imperfect
Verbs that change meaning in the preterite
Relative pronouns
Expressions with hacer
Albúm: “Leyenda”
Unit 3 test
Week 10-12 – October 19- November 6
Unidad 4 “Costumbres y tradiciones”
Comparisons of equality/inequality
Por vs. Para
Present Subjunctive (emotion, doubt, impersonal and desire)
Albúm: “Un oso y un amor”
Unit 4 test
Week 13-15 – November 9 – December 4
Unidad 5 “Mente sana en cuerpo sano”
Formal commands
Nosotros commands
Special uses of the subjunctive
Special uses of the subjunctive
Subjunctive or Indicative?
Albúm: “El nacimiento del col”
Unit 5 test
Week 17-18 – December 7-18
Unidad 6 “Una estudiante americana en Costa Rica”
Future and conditional
Future and conditional perfect
Gender exceptions
Albúm: “Una sortija para mi novia”
Unit 6 test
Week 19 - January 4-8 Mock APSP Exam!
Week 20-21 – January 11-29
Unidad 7 “¡Buen provecho!
Future tense
Conditional tenses
Future perfect tense
Conditional perfect tense
Irregular Gender of Nouns
Albúm: “Cajas de carton”
Unit 7 test
Week 22-23 – February 1-12
Unidad 8 “Nuestras grandes ciudades: problemas y soluciones”
Imperfect Subjunctive
Preterite perfect Subjunctive
Pluperfect Subjunctive
Imperfect Subjunctive in conditional sentences
Albúm: “La camisa de Margarita”
Unit 8 test
Week 24-25 - February 22- March 5
Unidad 9 “El mundo del espectáculo”
Review of Subjunctive
Subjunctive or Indicative?
Prepositions
Verbs that take prepositions
Use of Infinitives
Albúm: “El general Rueda”
Unit 9 test
Week 26-28 - March 8-26
Unidad 10 “El mundo del trabajo y la tecnología”
Constructions with se
Special uses of se
Common Idiomatic expressions
Albúm: “Apocalipsis”
Unit 10 test
Weeks 29-34
Comprehensive review of grammar and topics in levels 1-5 in preparation for the AP test on Tuesday, May 6th. We will also be focusing on the practice sections in Baron’s AP Spanish, AP Spanish: Preparing for the exam and the remaining reading selections in Albúm. There will be practice sections for the test and speaking activities every day.
April 29-20 – Mock AP Exam – This counts as 80% of your final exam grade!
Weeks 35-36 – May 10 -22
Cultural projects focusing on international relations and the concept of discrimination.
Week 37 - Final Exam
