El Programa de Estudios Español III Syllabus Spanish III

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1 El Programa de Estudios Español III Syllabus Spanish III Libro Realidades Level 3 (Boyles, Met, Sayers, Wargin: Prentice Hall) Spanish/English dictionary (100,000 entries minimum) Three-ring binder with 4 sections (hw, cw, warm-ups, test/quizzes) 1 ST QUARTER Tema/Theme: Para empezar [1]Tu vida diaria Repaso: daily routines; school life; leisure activities; present tense verbs; reflexive verbs [2] Días especiales Repaso: weekend activities; celebrations; special events; verbs like gustar; possessive adjectives Capitulo 1 Días inolvidables [1] Vocabulary: hiking objects, activities, and perils; weather Grammar: (Repaso)preterite verbs with the spelling change i y; (Repaso) preterite of irregular verbs; (Repaso) preterite of verbs with the spelling change e I and o u [2] Vocabulary: getting ready for an athletic or academic competition; emotional responses to competition; awards and ceremonies Grammar: (Repaso) the imperfect; uses of the imperfect Capitulo 2 Cómo te expresas? [1] Vocabulary: describing art and sculpture; tools for painting; describing what influences art Grammar: (Repaso) the preterite vs. the imperfect; estar + participle 2 ND QUARTER Capitulo 2 - Cómo te expresas? [2] Vocabulary: musical instruments; describing dance; describing drama Grammar: (Repaso) ser and estar; verbs with special meaning in the preterite vs. the imperfect Capitulo 3 Qué haces para estar en forma? [1] Vocabulary: nutrition; illnesses and pains; medicine; habits for good health Grammar: (Repaso) affirmative tú commands; (Repaso) affirmative and negative commands with Ud. and Uds. [2] Vocabulary: exercises; getting and staying in shape; health advise Grammar: (Repaso) the subjunctive: regular verbs; (Repaso) the subjunctive: irregular verbs; (Repaso) the subjunctive with stem changing ar and er verbs 1

2 Capitulo 4 Cómo te llevas con los demás? [1] Vocabulary: personality traits; interpersonal behavior; friendship Grammar: (Repaso) the subjunctive with verbs of emotion; (Repaso) the uses of por and para [2] Vocabulary: expressing and resolving interpersonal problems; interpersonal relationships Grammar: commands with nosotros; possessive pronouns Capitulo 5 Trabajo y comunidad [1] Vocabulary: after-school work; describing a job Grammar: (Repaso) the present perfect; (Repaso) the past perfect [2] Vocabulary: volunteer activities; the benefits and importance of volunteer work Grammar: the present perfect subjunctive; demonstrative adjectives and Pronouns 3 RD QUARTER Capitulo 6 Qué nos traerá el futuro? [1] Vocabulary: jobs and professions; qualities of a good employee Grammar: (Repaso) the future; (Repaso) the future of probability [2] Vocabulary: technology; inventions; jobs in the future Grammar: the future perfect; (Repaso) the use of direct and indirect object pronouns Capitulo 7 Mito o realidad? [1] Vocabulary: archeological terms and activities; describing archeological sites Grammar: the present and past subjunctive in expressions [2] Vocabulary: myths and legends; ancient beliefs; Precolumbian scientific discoveries Grammar: the subjunctive in adverbial clauses Capitulo 8 Encuentro entre culturas [1] Vocabulary: architecture and history of Spain Grammar: the conditional [2] Vocabulary: Spain in the Americas; the encounter between Cortés and the Aztecs; family heritage Grammar: the past subjunctive; the past subjunctive with si clauses 2

3 4 TH QUARTER Capitulo 9 Cuidemos nuestro planeta [1] Vocabulary: caring for the environment Grammar: present subjunctive with conjunctions ( mientras, tan pronto como, etc.); relative pronouns que, quien, lo que [2] Vocabulary: environmental issues, endangered animals Grammar: present subjinctive with other conjunctions ( a menos que, sin que, para que, etc.) Capitulo 10 - Cuáles son tus derechos y deberes? [1] Vocabulary: rights and responsibilities Grammar: the passive voice: ser + past participle; the present vs. the past subjunctive [2] Vocabulary: government; the role of government; individual rights Grammar : the past perfect subjunctive; the conditional perfect Grading Policy The grading policy for the World Language Department is based on the five (5) content areas set forth in the National Standards for Foreign Language. Those areas are as follows: Communication, Connections, Cultures, Comparisons and Communities. The following are the factors and their corresponding percentages: Class work 35%; Homework 20%; Assessment 45% Communication - consistent use of target language (Spanish) - delivery of oral presentations - participate in debates, discussions, and peer communication - interpret written and spoken language on a variety of topics - engage in conversation-providing and obtaining information, expressing feelings, emotions and exchanging opinions Cultures - target language country project. - engage in cultural debate - produce a chart that shows commonalities and differences between students culture and the culture being studied - use visual art to express a cultural concept, feeling or idea - evaluate food and music from the target culture in an authentic or simulated setting 3

4 - participate in a celebration native to the target culture Connections - create a simulation of historical interactions (problems and solutions) - write a news report about a current or historical event - produce an audio tape about a current event - produce maps that demonstrate geographical content - create a biography of a scientist native to the target culture - develop a mathematical problem for someone else to solve Comparisons - complete a chart comparing nutritional elements of North American foods and those of the culture you are studying - read an article to determine shared vocabulary between languages (cognates) - create a graphic organizer demonstrating differences between students and schools in the target culture and the U.S.A. - produce a holiday portfolio comparing holidays in the U.S. with holidays in the target culture Communities - participate in simulated community activities communicating in the target language (i.e. swim meets, asking for directions, etc.) - conduct a survey in the community to find out how many community members have Hispanic roots - produce a videotape from the community that identifies authentic Hispanic churches, supermarkets and restaurants - create a gallery exhibition of research projects, and other items pertinent to the target culture that have been created by students Test, quizzes, homework, class room assignments, oral presentations, and projects will be assigned and graded in the appropriate category. Behavior and participation Students are expected to come to class on time, to be seated before the bell rings, and to participate in all class activities, both oral and written. Absence and tardiness Because learning a foreign language is a cumulative process, it is necessary for students to be punctual and in class every day. An unexcused or unlawful absence (any absence whereby the student does not supply a written note from parent or guardian explaining the reason for the absence) will result in the student receiving the grade of zero for that days work. Make-up work It is the student s responsibility to make up whatever work was missed due to an excused absence. In the case of multiple days, the student has the number of days out to make up the work (i.e. a student is out for 2 days, he or she has 2 days to make up the work missed). The student and teacher will schedule time for the completion of the make-up work. 4

5 Homework There will be daily homework assignments. Make-up homework assignments will be accepted within the number of days of the excused absence. Memorizing vocabulary is part of learning a foreign language. Students must memorize vocabulary in order to be successful in foreign language study. Preparation Students are to be prepared for class by bringing a notebook, textbook, pen or pencil, dictionary, and assignments daily. Leaving the class for tissues, materials left in the locker, or use of the bathroom will not be permitted. Food THERE IS NO FOOD, DRINK OR GUM ALLOWED IN THE CLASSROOM. Extra Credit The teacher will not assign extra credit work to individual students. If the required assignments are done as assigned there is no need for extra work. Notebook Students must have a three-ring binder for Spanish class. It will be divided into four (4) sections. Notebooks will be checked every third week (3 times every quarter). cut along line and return to teacher signed the following day I parent of am fully aware of the expectations for my child s academic year. I assume the responsibility of working together with you to ensure my child has academic success this year. Student s name Parent s signature Phone Cell Date 5