2003-2004
636-861-7700
ext. 102—(before 8:15am;1-2pm; 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
and at www.rockwood.k12.mo.us/rsummit/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
Capítulo 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
Capítulo
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
Capítulo
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
Capítulo 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
Capítulo 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
Capítulo 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: Capítulo 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
Capítulo 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
Capítulo
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
Capítulo
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
Capítulo
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
Capítulo
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
Capítulo
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
Capítulo
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.
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:
Student quarter grades will be
based on total points earned. Grades
are not weighted. The following grading
distribution is an approximation of the value awarded each category.
·
Quizzes/Tests/Projects = 60-70%
·
Speaking/Participation = 20-25%
·
Homework = 10-15%
·
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 averaged at
the end of the quarter-classroom average is 100% (ex. If class average is
55pts. a student earning 50 pts. Will receive 50 out of 55 pts. for his/her
grade.)
·
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. All work turned in for teacher review must be written in dark
ink. This includes all homework,
quizzes, tests, etc. Consequences
include loss of credit for assignment or staying after school to redo a quiz or
test.
2. 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.
3. 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. This rule
also applies to any student arriving late for any reason.
When you are absent:
1. See teacher or fellow classmate to find out what you missed. Or
you can email Mrs. Smith Keller 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. Quizzes, tests and in-class essays must be
made up before or after school. Schedule
this as soon as possible after you return to school.