2003-2004
636-861-7700 ext.
123—(before 8:15am; from 12-12:50pm; after 3pm)
Course Description:
This is an elective course for students who have completed Spanish I. It
is a continuation of Spanish I and offers greater opportunity to carry on
conversation and to write in class. It reviews the structure, grammar, and
vocabulary taught in Spanish I and continues to develop and expand these areas.
Cultural activities provide a more in-depth study of Spain and Latin America.
Resources: Text: Realidades 2, Prentice Hall, 2003
Ancillaries: CD audio program/video programs/workbooks
Software: Realidades CD-Rom
Spanish
Computerized Grammar I & II
Realidades website activities
Teacher generated web activities at www.geocities.com/rsummitspanish
Course
Outline:
The
following Core Conceptual Objectives and Application Level Assessments for the course are woven
into the daily activities that are designed to help the student progress along
the path of increased proficiency and understanding. Sample tasks are given for each Application Level Assessment.
1.
CCO:
Students will engage in oral and written exchanges that include providing and
obtaining information, expressing feelings and preferences, and exchanging
ideas and opinions in Spanish.
ALA: Students will engage in oral and written exchanges
that include providing and obtaining information, expressing feelings and
preferences, and exchanging ideas and opinions in Spanish.
Task: Students will select a card on which a topic is
listed, make a few remarks about the topic and respond to five questions asked
by the teacher on this topic.
2.
CCO: Students will understand
and interpret written and spoken communication on a variety of topics in
Spanish.
ALA: Students will understand the main themes and
significant details of writings on topics from other subjects and products of
the cultures as found in newspapers, magazines, e-mail, the Internet, the World
Wide Web, or other printed sources in Spanish.
Task: Students will listen to or read a selection,
identify the theme of the selection, identify and list supporting details about
the topic, and create an outline to demonstrate comprehension of the selection.
3.
CCO: Students will present
information and ideas to an audience of
listeners and readers on a variety of topics in Spanish.
ALA: Students will prepare a written summary for a
school magazine of a selection from an age-appropriate reading, or summarize
the content of an excerpt from the Hispanic media in order to discuss the
topic.
Task: Students will select a topic from choices given,
complete a graphic organizer and write an outline, compose a rough draft and
edit, submit a final draft and present.
Cultures
4.
CCO: Students will demonstrate
an understanding of the relationships that exist among the products, practices,
and perspectives of culture in a Spanish-speaking country.
ALA: Students will identify, analyze, and discuss
various practices related to cultural perspectives that are representative of a
Spanish-speaking culture, such as personal events, independence day celebrations
or national events.
Task: Students will identify a
cultural practice in small groups or as a class, analyze the perspectives
associated with the cultural practice, prepare a report to share information
about the practice with their peers.
Connections
5.
CCO:
Students will use authentic materials in Spanish to learn about content in other subject
areas.
ALA: Students will acquire information from a variety of
sources written in Spanish about a topic being studied, and use this
information in an oral or written report about the topic.
Task: Students will select a
topic studied in another class, use the Internet dictionaries, and Spanish
resources to identify and gather information in Spanish about the topic, create
a vocabulary list of new words that help to understand the information
gathered, write a paragraph explaining how the key points from the information
in Spanish helps to understand the topic.
Comparisons
6.
CCO: Students will develop
insights about their language and culture through the study of the Hispanic
language and culture.
ALA: Students will hypothesize about the relationship
between English and Spanish based on their awareness of cognates and the
similarity of idioms.
Task: Students will be given a
list of words in English with a variety of spelling conventions that relate to
Spanish spelling conventions and hypothesize from the given list what the
corresponding words would be in Spanish.
ALA: Students will hypothesize
about the relationship between cultural perspectives and practices such as work
schedule, or differences in meal times, etc. by analyzing selected conventions
from Spanish speaking cultures and their own.
Task: Students will select a
cultural convention from a Spanish-speaking culture and their own, brainstorm
ideas about the Spanish speaking and American practices related to this
convention, create a Venn diagram or T-chart comparing and contrasting
practices of this convention in the US and a Spanish-speaking country.
Communities
7.
CCO: Students will use Spanish
both within and beyond the school setting.
ALA: Students will communicate about their favorite
activities in Spanish with peers, Spanish-speaking guests, key pals or family
members.
Task: Students will brainstorm ideas in Spanish about a
favorite activity, draft a message in Spanish about a favorite activity,
exchange information with another person.
Schedule of course content:
Semester
1:Para empezar: p. 1-13 (Aug. 18-29)
Talk
about what you and other people are like
Talk
about where you and other people are from
Talk
about things you and other people do
Talk
about how often you do certain things
Cápitulo 1a: p.
14-41 (Sept. 2-17)
Describe classroom objects
and activities
Talk about classroom rules
Express affirmative and negative ideas
Compare the
school rules and customs in other countries with those of your own school
Cápitulo 1b: p.
42-69 (Sept. 18-Oct. 2)
Talk about extracurricular
activities
Compare
people and things
Say
what people know and what they know how to do
Say
with whom or what people are familiar
Ask
and tell how long something has been going on
Understand
cultural perspectives on extracurricular activities
Cápitulo 2a: p.
70-97 (Oct. 3-17)
Describe getting ready for
a special event
Talk
about daily routines, people and things
Express
possession
Understand
cultural perspectives on clothing
Cápitulo 2b: p. 98-125 (Oct. 20-Nov. 4)
Describe clothing and
fashion
Talk about going
shopping
Describe events in the
past
Point out specific
objects
Avoid repetition when
comparing similar things
Understand cultural
perspectives on parties
Cápitulo 3a: p. 126-153 (Nov. 5-21)
Talk about things you did
and where you did them
Explain why you couldn’t
do certain things
Describe things you
bought and where you bought them
Understand cultural
perspectives on shopping
Cápitulo 3b: p. 154-181 (Nov. 24-Dec. 11)
Give directions for getting
to places
Give a friend directions
for a task
Discuss driving and good
driving habits
Understand cultural
perspectives on neighborhoods
Review
Semester 1 (Dec. 12-16)
Final exams
(Dec. 17-19)
Semester 2: Cápitulo 4a: p. 182-209 (Jan. 5-21)
Discuss childhood toys and
games
Describe what you were
like as a child
Talk about activities
that you used to do as a child
Discuss to or for whom
something is done
Understand cultural
perspectives on childhood songs
Cápitulo 4b: p. 210-235 (Jan. 22-Feb. 5)
Describe holiday
celebrations
Talk about your family
and relatives
Describe people, places,
and situations in the past
Talk about how people
interact
Understand cultural perspectives on holidays and
special events
Cápitulo 5a: p.
236-263 (Feb. 6-24)
Discuss emergencies,
crises, rescues, and heroic acts
Describe
past situations and settings
Describe
weather conditions
Understand
cultural perspectives on natural disasters and legends
Cápitulo 5b: p. 264-289 (Feb. 25-March 11)
Describe an accident scene
Talk
about injuries and treatments
Talk
about what you were doing when an accident occurred
Understand
cultural perspectives on health
Cápitulo 6a: p.
290-317 (March 12-25)
Talk about what you saw on
television
Explain
how you feel about watching television
Understand
cultural perspectives on television programs in Spanish-speaking countries
Cápitulo 6b: p. 318-343 (April 5-21)
Discuss movie plots and characters
Give
opinions about movies
Talk
about activities you have done
Understand
cultural perspectives on movies
Cápitulo 7a: p.
344-371 (April 22-May 4)
Talk about food and cooking
Tell
others what not to do
Describe
what people generally do
Understand
cultural perspectives on recipes and food preparation
Cápitulo 7b: p.
372-397 (May 6-19)
Discuss food and outdoor
cooking
Tell
people what to do or not to do
Indicate
duration, exchange, reason and other expressions
Understand
cultural perspectives on special foods and outdoor food vendors
(*Future
tense—additional grammar concept)
Review Semester 2 (May 19-24)
Final exams (May 25-27)
Teaching Methods:
A variety of teaching
methods will be used during class including: visual, auditory and kinesthetic
input/practice, in-class practice in Spanish of the four skills of
communication (listening, reading, writing, speaking), cooperative learning,
individual assistance, whole group instruction, incorporation of multi-media
(video/computer activities), differentiation and acceleration.
Foreign Language Department Policies:
1.
No extra credit will be given.
Extra credit is defined as any point given on top of what a student has
earned from the required coursework.
2.
No late daily work will be accepted (except in cases of excused absence).
3.
The target language will be used in the classroom according to the
following guidelines:
·
Level 1 = 25%
·
Level 2 = 25-50%
·
Level 3 = 50-75%
·
Level 4 = 75-100%
·
Level 5 = 75-100%
4.
Grades are rounded (at .5 and above) for quarter and semester report
cards.
5.
Quizzes and tests will be kept on file (by the teacher) for student and
parent review.
Grading Scale: A
= 100% - 92.5% A- = 92% -
89.5%
B+
= 89% - 87.5% B = 87% -
82.5% B- = 82% - 79.5%
C+
= 79% - 77.5% C = 77% -
72.5% C- = 72% - 69.5%
D+
= 69% - 67.5% D = 67% -
62.5% D- = 62% - 59.5%
Semester Grade Calculation: 1st (or 3rd) quarter = 40%
2nd
(or 4th) quarter = 40%
semester
exam = 20 %
Course
Evaluation Criteria:
·
Workbook
exercises—No partial or late credit is given.
All work must be 100% completed by the specified time.
·
Audio and
video response pages—for in-class participation points.
·
Quizzes
·
Dialogues,
interviews, role-plays or narratives for in-class practice and for proficiency
evaluation
·
Chapter
project—essays, presentations, web quests, etc.
·
Chapter Test
·
Class
participation-points awarded for participation in various classroom
activities-proficiency in Spanish is not judged-points recorded regularly by
teacher and totaled at the end of the quarter.
·
Speaking
participation-based on the following 5-point scale. Students are periodically evaluated at random and an average is
taken at the end of the quarter.
5 = quality Spanish, no English, speaks with ease
4 = good Spanish, no English, speaks with some ease
3 = OK Spanish, no English, speaks haltingly but tries
2 = mostly Spanish, a few English words
1 = trying to speak Spanish but has too much English interference
0 = nonsense Spanish or no Spanish
Classroom
Rules:
1. Be
on time. Be in your seat at the
sound of the bell and do not leave it unless given permission.
2. Raise
your hand to get the teacher’s attention. Do not call out. You may need to exercise a little patience.
3. Follow
all directions promptly and accurately. Listen carefully.
4. Be
prepared to learn. Sharpen pencils
before class. Bring all necessary
materials to class. Do not bring
distracting items to class (food, toys, make-up, artwork, work from other
classes, etc.). Show a positive
attitude.
5. Be
courteous. Think about how you would like to be treated by others. Use polite
expressions (please, thank you, excuse me, I’m sorry).
Consequences:
1. Verbal
Warning
2.
Conference with teacher
3.
Detention or parents called
4.
Detention and parents called
5.
Office/Counselor referral
Severe infractions of the rules will result in
elimination of the earlier steps.
Procedures:
1. Hall passes. You will receive three per quarter. You may not leave the room without one (exceptions: severe illness or teacher initiated
errands). You must first ask permission
in Spanish, receive permission and then fill in all parts except for the
teacher signature, which you must then obtain.
2. Any
student leaving the room for any reason must sign out on the classroom sign out
sheet. You must then sign in again upon
return.
When you
are absent:
1. See
teacher or fellow classmate to find out what you missed. Or you can email Mrs.
Cummings at [email protected] during your absence to get your daily
assignments.
2. Show
teacher completed homework due during absence.
This must be accomplished within the time frame established in the
student handbook.
3. Pick up
handouts and corrected papers that were handed back in your absence from the
teacher.
4. Turn in
any work collected in your absence to the teacher.
5. Make-up
any quizzes or tests taken in your absence.
After a one-day absence, quizzes, tests and in-class essays must be made
up in class or before/after school on the day you return. For a two-day
absence, you will have an additional day to make up work. For three days, yet
another day, etc.