Spanish II Syllabus CHS World Languages Department

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1 1 Spanish II Syllabus CHS World Languages Department Contact Information: Parents may contact me by phone, or visiting the school. Teacher: Mrs. Benson Address: Phone Number: (740) ext Online: Class Websites: Schoology.com Twitter: CHS_Spanish2 Remind101: CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning. Course Description and Prerequisite(s) from Course Handbook: Spanish II (semester) State Course # Prerequisite: C or better in Spanish I or teacher permission. Elective Grade: 9-12 Graded Conventionally Credit: 1 In the Spanish II semester class, students will develop a greater understanding of the Spanish language with emphasis on oral expression and reading comprehension by expanding vocabulary and by learning slightly more difficult grammar construction. Spanish II students are expected to show an interest in speaking and in learning the customs and culture of Spanish-speaking countries. At the end of this class, students will be able to communicate at the novice-high level of proficiency, as defined by the American Council on the Teaching of Foreign Languages. Students will be able to read, write, listen, and speak about the following topics in the present and past tenses: descriptions of homes, apartments, and neighborhoods; comparisons and contrasts; clothing and accessories; television, film, music, and radio programs; directions to locations; modes of transportation; buildings and sites in town; vacations and travel destinations; health and wellness; weather and climate; daily routines; leisure activities. Lab fees may apply.

2 2 Big Ideas/Purpose per Unit and Essential Questions/Concepts per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 Essential Questions per Big Idea. Each Unit will vary.) 1 st or 3 rd 9 Weeks Unit 1: Describing Myself and Others Topics: Me, My Family, and My Interests Themes: Personal and Public Identities, Contemporary Life, Families and Communities World Languages Goal #1: I can communicate in Spanish. World Languages Goal #2: I can understand some features of Big Idea #1: I can describe myself and others. Essential Question #1: What words must I know to ask basic questions? Essential Question #2: What words must I know to describe some common activities? Essential Question #3: How do I describe myself and others? Big Idea #2: I can describe permanent and temporary conditions. Essential Question #1: What words must I know to describe permanent conditions? Essential Question #2: What words must I know to describe temporary conditions? Big Idea #3: I can describe knowing facts and knowing people and places. Essential Question #1: What words must I know to describe knowing facts or information? Essential Question #2: What words must I know to describe knowing people or places? Unit 2: Describing Weather and the Beach Topics: Weather and Things Found on a Beach Themes: Global Challenges, Science and Technology World Languages Goal #1: I can communicate in Spanish. World Languages Goal #2: I can understand some features of Big Idea #1: I can speak about the beach and the weather.

3 3 Essential Question #1: What words must I know to describe the beach? Essential Question #2: What words/phrases must I know to describe weather? Essential Question #3: What are the beaches and coastlines like in Spain? Big Idea #2: I can discuss common activities. Essential Question #1: What words must I know to describe common activities? Essential Question #2: How are these words used? Unit 3: Shopping for Clothing and Jewelry Topics: Clothing, Jewelry, Shopping Theme: Beauty and Aesthetics World Languages Goal #1: I can communicate in Spanish. World Languages Goal #2: I can understand some features of Big Idea #1: I can describe shopping for clothes and jewelry. Essential Question #1: What words must I know to shop for jewelry? Essential Question #2: What words must I know to shop for clothing? Essential Question #3: How do I ask for different sizes and styles? Essential Question #4: How is shopping in the U.S. different than shopping in Spanish speaking countries? Big Idea #2: I can make affirmative statements. Essential Question #1: What words must I know to express an affirmative statement? Essential Question #2: How do I express an affirmative statement? Big Idea#3: I can make negative statements. Essential Question #1: What words must I know to express a negative statement? Essential Question #2: How do I express a negative statement? 2 nd or 4 th 9 Weeks Unit 4: Pastimes, Sports, Hobbies, Interests, and Commands Topics: Pastimes, Sports, Hobbies, Interests, and Commands Theme: Contemporary Life World Languages Goal #1: I can communicate in Spanish. World Languages Goal #2: I can understand some features of

4 4 Big Idea #1: I can describe pastimes/activities in Spanish. Essential Question #1: What words must I know to describe pastimes? Essential Question #2: What are some common pastimes and activities in Spanish speaking countries? Big Idea #2: I can order/command friends (Informal). Essential Question #1: What words must I know to make a command of an action word? Essential Question #2: Who am I commanding? Essential Question #3: What steps/conjugation pattern must I know? Big Idea #3: I can order/command an acquaintance or a group (Formal). Essential Question #1: What words must I know to make a command an action word? Essential Question #2: Who am I commanding? Essential Question #3: What steps/conjugation pattern must I know? Unit 5: Daily Routines, Health and Wellness Topics: Daily Routines, Health and Wellness Theme: Science and Technology World Languages Goal #1: I can communicate in Spanish. World Languages Goal #2: I can understand some features of Big Idea #1: I can describe daily routines. Essential Question #1: What words must I know to describe getting ready/daily routines and hygiene? Essential Question #2: How do I describe the daily routines of myself and others? Essential Question #3: What extra words must I use when describing daily routine activities and being healthy? Big Idea #2: I can command/order someone to get ready or be healthy. Essential Question #1: How do I make these Daily Routine words into commands for a friend? Essential Question #2: How do I make these Daily Routine words into commands for an acquaintance or group? Unit 6: Judicial/Police Terms and Activities in the Past Topics: Judicial/Law Enforcement Words and Activities in the Past Theme: Contemporary Life and Communities World Languages Goal #1: I can communicate in Spanish.

5 5 World Languages Goal #2: I can understand some features of Big Idea #1: I can describe courtroom and police words. Essential Question#1: What words must I know to describe a courtroom or a law department? Essential Question #2: How is law enforcement structured in Spanish speaking countries? Big Idea #2: I can describe completed activities in the past tense. Essential Question #1: How many past tenses are there in Spanish? Essential Question #2: When do I use the Preterite Tense? Essential Question #3: What are some key words that signal using the Preterite Tense? Big Idea #3: I can describe repeated activities in the past. Essential Question #1: How many past tenses are there is Spanish? Essential Question #2: When do I use the Imperfect Tense? Essential Question #3: What are some key words or conditions that signal using the Imperfect Tense? Essential Question #4: What are the three irregular verbs in the Imperfect Tense? Textbook: Spanish Is Fun, Book 2, Amsco School Publications, 2006 Lab Fees: A lab fee of $5.00 will be charged to each student enrolled in a World Language course. Course Expectations 1. Be on time. I will follow the school tardy policy and will send you to SMR if you are late to class. 2. Come prepared with all necessary materials. (pen/pencil, textbook, notebook). 3. No gum, candy, food, or beverages other than bottled water. 4. Use of technology and electronic devices will follow the school policy and will be used at the teacher s discretion. 5. Disruptive or insubordinate behavior will not be tolerated. Students behaving in such a manner will be sent to SMR. 6. Student handbook rules apply at all times. 7. Respect yourself and others. 8. Have a positive attitude! IF YOU CHOOSE TO BREAK AN EXPECTATION. First Offense: Warning/Conference with Teacher

6 6 Second Offense: Detention or SMR Third Offense: Phone call home and/or SMR Fourth Offense: SMR and guidance referral Fifth Offense: SMR and office referral **Teacher reserves the right to use this plan at her discretion depending on the circumstance and severity of the offense. **If a student refuses to cooperate, he or she will be escorted to the SMR room by an administrator according to school policy. Course Materials 1. Textbook: Spanish Is Fun, Book 2 2. Paper 3. Pencil 4. Notebook/folder for your class portfolio. 5. Conjugation Packet-this is a packet that we make for conjugating verbs in different tenses. We will use it as a resource for assignments and will be adding to it throughout the school year. It will also be graded each quarter and counts as part of the assessment grade category (30%). 6. Students must create a Quizlet and Schoology account. Electronic Resources Twitter: CHS_Spanish2 9. Remind Googlevoice Evaluation Assignments are broken into homework, classwork, quizzes, tests, occasional projects, and periodic notebook/conjugation packet checks. 1. Homework/Classwork: Assignments completed when due receive 10 points (A). Assignments partially completed receive 5 points (C-). Anything uncompleted or missing receives an F. 2. Quizzes: Quizzes will be given on a regular basis. Expect about one every week. 3. Tests: It is recommended that students prepare well for tests in advance. Don t wait until the night before to study! 4. Projects: Thematic projects will be given as cultural reinforcement.

7 7 5. Notebook/Conjugation Packet: Periodic notebook/conjugation packet checks will be given. All grades will be recorded in Progress Book as letter grades based on the school letter grade policy. Participation, attitude, and effort will positively affect the final grade as well. Grading Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Homework 10% Class work 10% End of Course Exam is 20% of a student s final grade. Grading Scale The grading scale for Chillicothe High School can be found in the student handbook. Make-Up Work Policy: It is your responsibility to find out what assignments or tests you miss when you return from an absence. Failure to make up any assignment/test/quiz will result in an F. You will be expected to take a quiz or test on the day you return if you were present the day it was announced. Late Work: Late work will be subject to the board adopted policy on assignments when they are turned in late (to be reviewed in class). CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this year s tentative schedule is subject to change (at the teacher s discretion). 1 st or 3 rd 9 Weeks Week 1: Class Expectations/Communication Goals/Beginning of the Year Pre- Assessment Exam Unit 1: Describing myself and others Weeks 1-2 Review of important vocabulary, gender rules, verbs with regular grammatical constructions Asking and answering basic conversational questions Irregular grammar constructions Question Words Begin conjugation packets Formative Assessment 1.1

8 8 Weeks 2-3 Describing yourself and describing others Review of SER vs. ESTAR Saber and Conocer-knowing facts vs. knowing people/places Formative Assessment 1.2 Week 3: Unit 1 Summative Assessment/Integrated Performance Assessment Unit 2: Describing Weather and the Beach Weeks 4-5 Talking about the Weather and things in found on a beach Formative Assessment 2.1 Week 5-6 Common Activities using Stem-Changing Verbs Spanish Coastline and Beaches Formative Assessment 2.2 Week 6: Unit II Summative Assessment /Integrated Performance Assessment Unit 3: Shopping for Clothing and Jewelry Week 7 Clothing and Jewelry Vocabulary Asking for styles and sizes How is shopping in the US different than shopping in Spanish speaking countries Formative Assessment 3.1 Week 8 Making Affirmative statements Making Negative statements Formative Assessment 3.2 Week 9: Unit III Summative Assessment/Integrated Performance Assessment 2 nd or 4 th 9 Weeks Unit 4: Pastimes, Sports, Hobbies, Interests, and Commands Week 1 Pastimes vocabulary Commanding a friend to do something Formative Assessment 4.1 Weeks 2 Commanding an acquaintance to do something

9 9 Commanding a group to do something Formative Assessment 4.2 Week 3: Unit IV Summative Assessment/Integrated Performance Assessment Unit 5: Daily Routines, Health and Wellness Week 4 Daily Routine Words, Morning and Evening Activities Reflexive Verbs Reflexive Pronouns Formative Assessment 5.1 Week 5 Using daily routines, morning and evening activities as Commands Formative Assessment 5.2 Week 6: Unit V Summative Assessment/Integrated Performance Assessment and Power Point/Prezi Health Project-Presentational IPA Unit 6: Judicial/Police terms and Activities in the Past Week 7 Courtroom words Calendar/Time Phrases that require Preterite Tense Formative Assessment 6.1 Week 8 More Activities Words Calendar/Time Phrases that require Imperfect Tense Conditions that require Imperfect Tense Formative Assessment 6.2 Week 9: Unit VIII Summative Assessment End of Course Exam Performance Based Section: Writing Assignments / Exams / Presentations / Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments

10 10 include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations. Writing Assignments/Exams/Presentations: Conjugation Packets-an ongoing packet of Regular AR, ER, IR and Irregular verbs conjugated in different tenses will be made. It will be graded each quarter. Notebook/Portfolio of Spanish II work and documentation. ThreeUnit Tests per 9 weeks. One Comprehensive Pre-Test for the entire course. At least one vocabulary quiz per Unit. At least one grammar quiz per Unit. One Post-Test per Unit. Total of 6 Units for the semester. One End of Course Exam for the semester course. Proyecto de Salud-a Power Point/Prezi health project using Spanish commands. 30 second speaking presentation during 4 th quarter. Food days-we try to have 1 per semester

11 11 CHS Spanish II Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: 1. Quizlet.com user name Quizlet.com password 2. StudySpanish.com user name StudySpanish.com password 3. Schoology.com user name Schoology.com password

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