Spanish 3

2011-2012

Señora Simmons

Text:                    En Español 3                           Cost:  $56.31

Tutoring:           Tutoring is available but 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

                Weeks 1-6

                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

                Weeks 7-12

                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

                Weeks 13-17

                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

                Weeks 18-22

                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

                Weeks 23-28

                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

                Weeks 28-35

                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

 

 

**We will have one week of review for the Final Exam.**

 

               

 

 

 

 

               

 

               

 

 

Spanish 1

Fall 2011

Mrs. Simmons

 

Textbook:  En español 1 with workbook    Price:  $54.39 for textbook

 

Georgia Perfromance Standards for Spanish 1:          

 

MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. The students:

A. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.

B. Express likes, dislikes, emotions, agreement and disagreement.

C. Make simple requests.

D. Ask for clarification.

E. Give simple descriptions.

F. Comprehend basic directions.

G. Ask questions and provide responses based on topics such as self, family, school, etc.

H. Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.

MLI.IP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language. The students:

A. Initiate, participate in, and close a brief oral or written exchange.

B. Use formal and informal forms of address.

C. Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. The students:

A. Identify main ideas and some details when reading and listening.

B. Comprehend simple, culturally authentic announcements, messages, and advertisements.

C. Understand simple instructions, such as classroom procedures.

D. Demonstrate Novice-Mid proficiency in listening and reading comprehension.

MLI.INT2 The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language. The students:

A. Differentiate among statements, questions and exclamations.

B. Recognize basic gestures, body language, and intonation that clarify a message.

MLI.P1 The students present information orally and in writing that contains a variety of vocabulary, phrases, and patterns. The students:

A. Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media.

B. Give basic information about self and others including school, family, activities, etc.

C. Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.                                                                                                                                                                                              

MLI.P2 The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs. The students:

A. Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

B. Demonstrate comprehension of rehearsed material.

MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students:

A. Demonstrate knowledge of contributions of target culture(s) to civilization.

B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals.

C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:

A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students:

A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B. Demonstrate an awareness of elements of the students’ own culture.

MLI.CCC3 The students compare basic elements of the target language to the English language. The students:

A. Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

B. Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

MLI.CCC4 The students demonstrate an awareness of current events in the target culture(s). The students:

A. Give information regarding major current events of the target culture(s).

B. Understand the impact of current events of the target culture(s).

MLI.CCC5 The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes. The students:

A. Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology.

B. Identify resources, such as individuals and organizations accessible through the community or the Internet, that provide basic cultural information about the culture(s) studied.

 

 

WEEKS 1-3:

Etapa preliminar (p. 1-25) “Hola! Bienvenidos!” Standards  CCC3A, CCC1A, CCC2A, IP1A,  IP1C, CCC1C, IP1B

 

Classroom Activities:          speaking, reading and listening activities, small/pair work,  discuss geography of Latin America

Grammar: concept of formal/informal in Spanish, basic use of articles, Me llamo/se llama…, Soy de/Es de…

Vocabulary: salutations,  days of the week, numbers, alphabet, classroom expressions

                                                                                                                                                                

WEEKS 4-6:

Unidad 1 etapa 1 (p. 26-47)  “Bienvenido a Miami!” Standards CCC3A, CCC1A, CCC2A, IP1A,  IP1C, CCC1C, IP1B

 

Classroom Activities:  speaking, reading and listening activities, small/pair work, making an introduction, express preferences

Grammar:  subject pronouns, the verb ser, use of ser de.., use of me/te gusta…

Vocabulary: family, professions, activities, how to introduce someone

 

WEEKS 7-9

Unidad 1 etapa 2 (p. 48-69) “Mis Buenos amigos” Standards CCC2B, IP2A, INT2B, IP1D, IP2C, P1A, P2A, IP2B

                                                                                                                                                                                                

Classroom activities: speaking reading, writing and listening activities, small/pair work, describe someone/thing 

Grammar: the verb gustar, definite and indefinite articles, adjectives, gender and number

Vocabulary:  clothing, appearance, features, colors 

 

WEEKS 10-12:

Unidad 1 etapa 3 (p. 70-93 )  “Te presento a mi familia” Standards CCC2B, IP2A, INT2B, IP1D, IP2C, P1A, P2A, IP2B

 

Classroom activities: speaking reading, writing and listening activities, small/pair work, describe family, give dates, express possession 

Grammar: the verb tener, possession with de, possessive adjectives, stating dates

Vocabulary: family, numbers 11-100, months

 

WEEKS 13-16

Unidad 2 etapa 1 (p. 100-121) “Un día de clases” Standards IP1D, IP2C, IP1F, IP2A, INT1A, INT1C, p1B, CCC1B

 

Classroom activities: speaking reading, writing and listening activities, small/pair work, describe classes, discuss obligations 

Grammar: regular –ar verbs, expressing frequency, use of hay que/tener que

Vocabulary: classroom vocabulary, school subjects, classroom activities, expressions of frequency

 

 

WEEK  17-18       Review and Mid-Term Test (counts as final exam for the first semester)

 

GRADES

 

Grading Scale:            100--90 A                        Grading Percentages:        Formative grades 60%

                                    89--80 B                                                                            Summative grades 25%

                                    79--70 C                                                                 Informal grades 0%

                                     69--0  F                                                                              Final exam 15%

 

Each unit will have homework, class assignments, quizzes, performance tasks and/or presentations, and unit assessments.  Homework, class assignments, and quizzes will count as informal grades.  Performance tasks, oral presentations, and assessments will count as double formative grades.  Unit tests will count as summative grades.

 

CLASSROOM MANAGEMENT

 

Make-up Work:  A parent, medical or legal excuse must be brought in within three days of returning to school.  For every day absent, the student has one day to make up the work.  For an excused tardy or absence it is the responsibility of the student to see the teacher the first day back about making up assignments, quizzes, tests, or assessments. Make-up times are before or after school.  If an appointment for making up work is scheduled and not kept, a zero will be given for the missed work.   If the assignments, quizzes, tests or assessments were assigned before the absence, the student will be required to do the work with the rest of the class on the specified date(s) unless prior arrangements have been made with the teacher. 

 

Classroom Expectations:

1.    Be on task.  Do not sleep, daydream, write notes/letters, or do work for other classes; do not eat, drink    

        except for water), or chew gum; and do not comb hair or apply make-up.

2.    Be quiet.  Do not talk while instruction is going on.

3.    Be prepared.  Do not forget all necessary materials including textbook, notebook, paper, writing utensil (black/blue                       pen, pencil), assignments, issued passes, signed forms, etc.

4.    Be respectful.  Do not talk back, criticize or argue with teacher or students.

5.    Be on time.  Do not come late to class, unless you bring a pass with you. Do not turn in late assignments as none are                accepted after the due date/time unless you have an excused tardy or absence.

 

Consequences for Not Meeting Classroom Expectations:

1. All students start a four-and-a-half-week period with a double 100% class participation which will be averaged in as daily work.
2. Every time a student does not follow a classroom expectation, 5% will be deducted from the 100%.
3. If a student is disrespectful or continually talkative/disruptive, the consequences will also be as follows:
4. 1^st and 2^nd times—Teacher warning
5. 3^rd time—Teacher detention for 25 minutes and communication with parent/guardian
6. 4^th time and beyond—Referral to level administrator
   1. If a student is late to class and does not have a pass, he/she must report to the ISS room prior to coming to       

       class where a tardy pass will be issued for class admittance.  The ISS teachers keep track of the tardies.

 

Tutoring:  Students can attend tutoring sessions with Sra. Simmons on Tuesdays and Thursdays, before or after school. Any other time must be by appointment only with at least 24 hrs notice.