Revised 8-19-16

SPANISH 2 HONORS SYLLABUS - COURSE #515 Teacher: Sra. King-Watters (aka Sra. Aguas) 2015-16

COURSE DESCRIPTION: This course is designed for freshmen who have studied two or more years of Spanish in the junior high, maintained at least a B+ average and scored successfully on a language proficiency test and for those students who have maintained at least a B+ average in Level 1 and scored successfully on a foreign language proficiency test. After a short review, student will then continue to develop their comprehension, speaking, reading, writing and thinking skills. Completion of honor assignments, in depth language units, reading selections, thinking skills activities, cultural projects, etc., will be selected and required for honors credit. The completion of this course will provide the student with a sound background for Spanish Level 3 Honors.

EXPECTATIONS FROM STUDENTS: After successfully completing this course, the student is expected: 1. To understand short conversations.

2. To express routine social needs.

3. To read and comprehend written communications, information, and description.

4. To write grammatically correct paragraphs.

5. To demonstrate a growing understanding of Hispanic culture.

6. To evidence products requiring in depth language learning at the second level.

CREDITS: One hour

PREREQUISITES: An A or B+ average in the two years of junior high language or Level 1 of the language with a high score on a language proficiency test and teacher recommendation.

AREAS OF STUDY: The beginning student will further develop skills in language comprehension, speaking, reading, and writing. The student will be encouraged to be creative and demonstrate his/her individual talents in each of the basic skills and again additional insight into the Hispanic culture.

TEXTBOOKS: Blanco, José A. Descubre 1. Boston: Vista Higher Learning, 2014. Blanco, José A. Descubre 2. Boston: Vista Higher Learning, 2014.

*Hard copies of textbooks will be kept in the classroom. E-book codes to log into the supersite will be provided for home and computer lab use within the first weeks of school. *Students are expected to complete online activities requiring internet capabilities outside of class time.

VISION STATEMENT: Our vision is to lead students toward foreign language proficiency by focusing on speaking, listening, reading, writing, and culture in order to develop both well-rounded and globally minded critical thinkers.

Link to State/National Standards - 1 - Revised 8-19-16

28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case). 28.A.1b Respond appropriately to simple commands in the target language. 28.A.2a Comprehend illustrated stories, audiovisual programs or websites. 28.A.2b Follow instructions in the target language, given one step at a time, for a wide range of activities. 28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from resources (e.g., glossaries guided questions, outlines). 28.B.1a Respond to and ask questions with simple prompts. 28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the target language. 28.B.2a Pose questions spontaneously in structured situations. 28.B.2b Produce language using proper pronunciation, intonation and inflection. 28.B.2c Comprehend gestures and body language often used in everyday interaction in the target language. 28.B.3a Respond to open-ended questions and initiate communication in various situations. 28.C.1a Recognize the written form of familiar spoken language and predict meaning of key words in a simple story, poem or song. 28.C.1b Infer meaning of cognates from context. 28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and recognize loan words. 28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior lessons. 28.C.3a Comprehend the main ,message of a variety of written materials with the help of resources (e.g., dictionary, thesaurus, software, internet, e-mail) to expand vocabulary. 28.D.1a Copy/write words, phrases and simple sentences. 28.D.1b Describe people, activities and objects from school and home. 28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization. 28.D.2b Present a simple written or oral report on familiar topics. 28.D.2c Present an original production (e.g. TV commercials, ads, skits, songs) using known vocabulary and grammatical structures. 28.D.3b Present findings from research on unfamiliar topics. 29.A.1 Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and relationship (adult, peer, parent). 29.A.2 Demonstrate activities (e.g., games, songs and role playing) associated with the target language. 29.A.3 Demonstrate selected customs manners and traditions in societies associated with the target language. 29.B.1a Identify one or more art forms (e.g., Japanese origami, Spanish flamenco) representative of areas where the target language is spoken. 29.B.1b Demonstrate one or more art forms representative of areas where the target language is spoken (e.g., dramatizing a sample of children’s literature, performing a song or dance). 29.B.2a Identify sample art works and their creators associated with areas where the target language is spoken. 29.B.2b Describe selected art forms of the area where the target language is spoken using arts vocabulary from the target language. 29.C.1a Identify main characters, settings and events from selected samples of children’s literature using audio and visual cues. 29.C.2a Read, retell and summarize selected literary works. 29.C.2b Identify sample literary works and their authors representative of the target language. 29.C.2c Summarize the pain points of selected media presentations in the target language. 29.D.1 Recognize important people and events (e.g., special celebrations) in the history of

- 2 - Revised 8-19-16 areas where the target language is spoken. 29.D.2 Use simple history vocabulary to identify historical concepts and trends (e.g., rise and fall of the Roman Empire, French Revolution). 29.D.3 Identify key historical figures (e.g., scientists, mathematicians, inventors, business leaders) and events associated with areas where the target language is spoken and explain their influence. 29.E.1 Identify and use simple geography vocabulary (e.g., border, city, river, soil, equator) of the target language. 29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the countries where the target language is spoken. 30.A.1a Recognize the currency of the country(ies) where the target language is spoken and compare values with United States currency. 30.A.1b Use the target language to solve simple math exercises (e.g., identify simple geometric shapes, use numbers to count and do math computations). 30.A.1c Use target language vocabulary to identify simple science terms referring to weather and nature (e.g., clouds, wind, trees, common animals). 30.A.1d Use target language vocabulary while participating in physical activities (e.g., games, dances). 30.A.2a Identify products that are from the countries where the target language is spoken and that are found in the United States economy. 30.A.2b Use the target language to make, use and estimate measurements (e.g., time, linear, monetary). 30.A.2c Use the target language to identify and describe basic earth science content (e.g., mountain range, coast, desert) and life forms. 30.A.2d Use the target language to participate in and/or describe games, dances and sports. 30 B.1a Use target language to describe activities and characteristics of selected occupations and work places. 30.B.2a Use the target language to describe activities and characteristics of selected occupations and work places.

Link to Common Core Standard CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

- 3 - Revised 8-19-16 WIDA ELP Standard #1: Social and Instructional Language Domains: Speaking, Listening, Reading and Writing

CLASS REQUIREMENTS: I expect each student to have a folder and a spiral specifically for Spanish class, preferably kept in a binder for Spanish class. You are also to bring a pen or pencil, your planner, any books or workbooks you have for class, and if you have been issued one, your iPad Mini, fully charged.

Assessment of Learning Outcomes:

. Homework Assignments may include:  online activities from the VHL supersite and any supplementary websites offered to you by teacher (i.e. Google Classroom, Bablingua, Duolingo, Quizlet, etc.). You will have to create accounts using your school email for some of these sites.  workbook activities, activity sheets, writing assignments, reading selections.

. Participation: As this is a language class, students will be expected to interact in Spanish as much as possible. Failure to participate (arrive on time, communicate in Spanish: ask/answer questions, volunteer, demonstrate, contribute to class discussions and group work, share experiences…) will result in a loss of participation points.

 Assessments: A pre, mid and post assessment will be given each semester to measure satisfactory student growth. You can expect an exam at the end of each chapter which may include listening comprehension, grammar, vocabulary, reading comprehension, cultural knowledge and writing. If absent, it is the student’s responsibility to make up a missed exam the day they return. There will also be differentiated performance assessments, offered in multiple modalities, so as to accommodate and meet the needs of each student’s learning styles.

. Final Exams: There will be a final exam mid-year, and at the end of the year. The exams are cumulative and thus include all the material studied up to that point each semester.

ATTENDANCE: Due to the nature of foreign language learning, daily attendance is essential for success. As per student handbook, students get two days to make up work from absences. It is the student’s responsibility to see the teacher about make-up work on the day he/she returns to class. The guidance department should be contacted for extended absences. If the student knows in advance of an absence from class because of a field trip, athletic event, etc., the student is expected to make arrangements with the teacher before the day of the absence. If a test is scheduled for the day of the absence, the test is to be taken prior to the absence unless otherwise arranged with the teacher.

TARDIES: The student is expected to be in his/her seat when the bell rings. Failure to do so will be considered a tardy. Tardies will be penalized as per district handbook stated procedures.

COURSE OUTLINE: Semester 1: Repaso, Descubre 1 – Lecciones 7, 8, & 9 Semester 2: Descubre 2 – Lecciones 7, 8, & 9

GRADING POLICY:

The following will be the overall grading scale: A = 90%-100% B = 80%-89% C = 70%-79% D = 60%-69% E = 0%-59

- 4 - Revised 8-19-16 Quarter Grades are weighted: 70% of the grade comes from Assessments (tests, quizzes, projects). If you wish to improve on the grade of an Assessment, you can schedule a retake with me. The other 30% comes from homework, classwork, and participation/citizenship.

The semester grade will comprise of points earned in both quarters and the final exam (semester grade will be based on the weighted percentage 40-40-20 format).

Grading Code Explanations: What you might see in PowerSchool

EX = Exempt, do not have to make up the assignment. ( ) = No score recorded, 0 points received; can be made up if excused absent. ABS = Absent, 0 points received; can be made up if the absence was excused. M = Student was in class but did not turn in the work, 0 points received; can be made up for half credit during Connection Period SUS = Suspended, 0 points received; can be made up if done in the time allowed in handbook UNX = Unexcused absence, 0 points received; can be made up for half credit during Connection Period AD = Academic Dishonesty, 0 points received; cannot be made up.

* It is your responsibility to make sure all your work is in and any missing assignments are made up. You are able to access your grade online through the PowerSchool Portal on the www.bhsd228.com website. See me or the PPS office if you need a password or help accessing online grades. You should be aware of what your grade is in my class at all times.

TEACHER SCHEDULE: I am available during my prep periods, as well as before school and by email. Because I have responsibilities as a mom I rarely stay after school for long. You can schedule time to come see me during your study hall, even if I have a class, and also reach me through email and text me using Remind.

Period 2- room 113 or 116A Period 5- room 105B, 113, or 116A Period 8- room 113 Period 3- room 113 Period 6- room 113 Period 4 – room 113 Period 7- room 113

To sign up for Remind: text sraaguas2h to the number 81010 or 779-379-3914

Academic Dishonesty – Students engaged in academic dishonesty such as intentional plagiarism, giving or receiving help during an examination, obtaining copies of tests, homework, or scoring devices prior to an examination, or impersonating another student to assist him/her academically may be subject to disciplinary action. Academic Dishonesty also includes copying homework, transmitting images of homework, the use of an online site sich as Google Translate to translate sentences, and/or having another person translate your sentences.

The teachers who discover an act of academic dishonesty by one of their students shall: 1. Discuss the incident with the student involved and advise the student that the consequences of academic dishonesty are published in the Student/Parent Handbook. 2. Assign the student a zero grade for the assignment involved in the infraction, note "academic dishonesty" on the assignment and where possible, attach the assignment to a referral form. 3. Telephone the parent/guardian and inform him/her of the infraction and referral. 4. Record the incident on a referral form and send the form to the dean's office with documentation.

In cases of a first infraction the dean will:

- 5 - Revised 8-19-16 1. Inform the student of the penalty for the infraction, the seriousness of the offense, and the potential consequences of further infractions. 2. Confirm the grade of E for the assignment and date of parent contact. 3. Notify the student’s counselor who will attempt to promote growth in the area of ethics through counseling the student who has cheated.

For second and subsequent infractions by the same student in any class, the dean will: 1. Suspend the student pending parent conference. 2. Notify the staff member to assign a grade of “E” to the student for the quarter. 3. Notify the assistant principal to proceed with the removal of academic honors and privileges such as eligibility/membership in the NHS.

If the infraction involved theft or forgery, the student will be subject to additional disciplinary action.

WordReference is a great app you can download for free on your phone or iPad. It is the best way to look up words that you don’t know. Don’t expect native speakers in the class or me to do translating for you. Looking it up yourself will help you learn new words. Similarly, don’t create your own Spanglish or leave the word in English.

French & Spanish Club: I also sponsor French & Spanish Club which meets once a month. This is a great opportunity for you to do cultural activities and take trips to restaurants. I will post notices of the meetings in my classroom and send reminders on Remind.com. You can sign up for the reminders by going to www.remind.com/join/mskingw or by texting @mskingw to 806-686-2114. The meetings are open to all students at TPHS.

Native speakers: Many of you may have a background in Spanish, whether it’s classes in school or language at home. Just like there are various differences between American English, British English, Australian English, etc., there are differences between Castilian Spanish, Mexican Spanish, Caribbean Spanish, etc. That DOES NOT mean the vocabulary you or I know is incorrect, it is simply different. For example, in England, a washcloth is called a face flannel, a band-aid is an Elastoplast, and an eraser is a rubber. In Spanish, the words torta, bocadillo, and sandwich all mean sandwich, depending on where you are. There are many words for grass which vary by region, including hierba, pasto, zacate, and césped. The Spanish I teach here takes vocabulary from all over the world. The Spanish taught here is also grammatical Spanish for reading and writing, to help you possibly grow toward a future career where you use language skills in a business setting. Just as you are expected to write and use grammatically correct English in English class, I expect you to use grammatically correct Spanish when writing in this class, and to use the vocabulary that is the chapter we are studying.

TEACHER RULES & PROCEDURES: Experience has shown me however that sometimes I have to restate the obvious, just to make sure all of your classmates understand exactly what I expect. Failure to follow rules will result in a detention the first time, and referrals each time after.

1. Come to class prepared. You are expected to have your workbooks, paper, homework, writing instrument, planner, and if you have been assigned one, your fully charged iPad every day. 2. Respect the other students in the class. No hitting, punching, slapping, touching. No name-calling or any form of verbal intimidation will be tolerated. If something does not belong to you, don’t touch it. 3. No gum. It is not conducive to proper pronunciation. I will only give one warning. 4. There will be no throwing. This includes garbage.

- 6 - Revised 8-19-16 5. Do not leave garbage on or around your desk. Put it in the garbage can. 6. You are responsible for the care of any books, desks, chairs, etc. that you use. 7. All bags are to be off the desk and underneath it, not in the aisles. 8. All school rules are in effect, including - No coats - No sagging pants - No sleeping - No cell phones out in class unless given permission - No earbuds/earphones in class - No food or drink (I do permit bottled water) 9. ****Before you enter the room, earbuds are to be removed and cell phones are to be put away. If you have a cell phone out without permission, your phone will be taken away and given to the deans. 10. Charging of cell phones is not permitted. 11. Everyone will lead and participate in the daily Bienvenido. There will be a sign up for this, and it will be a part of your participation grade. 12. If I write on the board, this is your cue to start taking notes. 13. When I talk, you stop talking and listen. To get class attention, I will also use the “Limonada” callback. 14. You will be in your assigned seat when the bell rings. If you need to move to see or hear better, please let me know. 15. I will dismiss you at the end of class, not the bell. 16. You are to neatly write your name and period number on all work. 17. If your work is on more than one page, staple it. 18. You should keep all papers until the end of the quarter. 19. You are to write in complete sentences unless told to do otherwise. 20. When doing work, write answers in the language the question is in. If the question is in Spanish, answer it in Spanish. If the question is in English, answer it in English. 21. I do not accept late work. Your work is due at the beginning of class. 22. You have several options for making up work that was late or unexcused. You may come do the work with me during your study hall, and you may do one Español en la Vida Real per quarter to replace an assignment or as extra credit. 23. When I give you time to work on assignments in class, I expect you to work. Socializing, sleeping, etc. are not acceptable. 24. Learning any language requires you to work at it. Every language, English included, has its own challenges. Simply being in a class is not enough when it comes to learning another language. 25. To be truly successful, you need to review your notes and vocabulary for a few minutes each night. It can make a huge difference in your success. 26. Talking of any kind is not allowed during tests and quizzes, nor is cell phone use. Once I have collected everything, I will let the class know if they can talk. 27. Prior to tests and quizzes, you will be told what to study. To succeed, you will need to study and review often. Going over notes each night is a great way to study and makes getting ready for a test easier. 28. Just as we do not speak 100% proper and grammatical English all the time, I don’t expect your Spanish to be 100% perfect either when it comes to speaking. What counts is your willingness to speak and the effort you give the class when it comes to speaking Spanish. 29. You are expected to participate in class. Not participating in Spanish speaking activities, sleeping, etc., will result in a deduction of points from your participation grade. 30. When you get to class each day: Take your seat, look on the board for the Campanazo (Bell Ringer), and start it in your spiral. Also make sure your homework is complete and has your name and period number on it. The beginning of class is also the time to ask questions about homework, extra help, and absent work.

- 7 - Revised 8-19-16 31. Hall Passes: You are to ask permission to leave the room for any reason. Please do not interrupt instruction time unless it is truly an emergency. You are expected to take care of things on your own time between classes. Abuse of pass privileges will result in their revocation. While you are out of the room, please put one of the sanitizer bottles on your desk to mark your absence.

I will do everything I can to help you be successful. If you are respectful and try to do well, we are going to have a great year.

FRASES ÚTILES

May I go to the Yes? What is it/What ¿Puedo ir al baño? bathroom? ¿Sí? Dime. is it? ¿Puedo ir a mi casillero? May I go to my locker? Siéntense, por favor. Sit down, please. May I get a drink of ¿Puedo tomar agua? water? Levántense, por favor. Stand up, please. Abran sus libros en la Open your books to ¿Puedo ir a la oficina? May I go to the office? página… page… ¿Puedo ir a la enfermera? May I go to the nurse? Cierren los libros. Close your books. ¿Puedo sacarle punto a May I sharpen my lápiz? pencil? Repitan. Repeat. ¿Cómo se dice…? How do you say…? Levanten la mano. Raise your hand. ¿Qué significa …? What does ____ mean? Miren la pizarra. Look at the board. Escriban los apuntes en la Write down the notes ¿Cómo se escribe…? ¿How do you spell…? pizarra. on the board. No sé. I don't know. Escuchen. Listen. No entiendo./No Pongan los libros más Put the books under comprendo. I don't understand. abajo. the desk. Tengo una pregunta. I have a question. Cambien papeles. Exchange papers. Más despacio, por favor. Slower, please. Firma el papel. Sign the paper. Saquen una hoja de Take out a sheet of ¿Puede repetir? Could you repeat that? papel. paper. Estoy confundido(a) I am confused Vuélvense a sus asientos. Return to your seats. Pasen la tarea (los Pass the homework ¿Qué tenemos que hacer? What do we have to do? papeles) al frente. (papers) to the front. Perdón. Excuse me. Hablen en voz baja. Speak softly. Claro que sí. Yes, of course. Ayúdense. Help each other. No, estás equivocado. No, you are wrong. Intenta de nuevo. Try again. Sí, tienes razón. Yes, you are right. Concéntrense. Concentrate. Túrnense. Take turns. Es tu turno. It's your turn.

- 8 - Revised 8-19-16 Classroom Cell Phone Policy for Sra. King-Watters School Year 2016-17

 Cell phones are not to be used during class time and will be kept on silent mode, unless dictated by the teacher. Students may use phones at the teacher’s discretion.

 Earbuds and cell phones are to be put away before entering the classroom.

 Charging of cell phones is not permitted.

Student Signature: Date:

Parent Signature: Date:

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