NORTHVIEW HIGH SCHOOL SYLLABUS Spanish 1 (2015) Year long Course

Transcription

1 NORTHVIEW HIGH SCHOOL SYLLABUS Spanish 1 (2015) Year long Course CONTACT INFORMATION... 1 RESOURCES... 1 COURSE OVERVIEW... 1 REQUIREMENTS:... 2 GRADING POLICY:... 2 ASSESSMENTS:... 2 SCHEDULE:... 2 CONTACT INFORMATION Mrs. Deb Rodegher Conference Hours: Available upon request drodegher@nvps.net Room # x northviewhsspanish.weebly.com Mr. Carl Marsh Conference Hours: Available upon request cmarsh@nvps.net Room # x northviewhsspanish.weebly.com RESOURCES Buen Viaje Level 1 McGraw Hill (to be used in class). Cuéntame! TPRS Publishing (to be used in class) Pobre Ana Spanish Reader Blaine Ray (to be used in class) COURSE OVERVIEW In this course, students will develop basic communication skills in the Spanish language. Though learning a language will take a lifetime, it is expected that students will develop a strong level of proficiency within 4 years of high school level studies. Ideally students will continue their studies in college to become familiar with Spanish literature, linguistics, history and much more. In the best of scenarios, a student will consider a study abroad program during college and solidify their communication skills by interacting closely with people of another culture. In Spanish 1, students will begin their journey to communicate in Spanish by: 1. learning basic vocabulary 2. practicing the learned vocabulary in spoken form 3. listening carefully for basic information in a conversation 4. beginning to communicate in written form 5. reading basic Spanish for information/fun 6. learning (both formally and informally) about the grammar patterns in Spanish Developing mastery in another language is wonderful, and part of learning about a language is learning about the culture and traditions of those who speak the language. Culture gives students an understanding of the rich heritage behind the

2 language. Therefore, in addition to developing the above communication skills, the second objective of this course will be to introduce students to the cultural aspects of Spanish speaking countries. REQUIREMENTS: Willingness and desire to learn a new language. GRADING POLICY: The grading scale used is the school wide scale found in the student handbook. The semester final grade is calculated with the following weights: Semester Work: 80% Final Exam 20% The semester work is comprised of Summative assessments and completion of in-class activities. These also will be weighted as follows: *Content = 80% In-class work/homework = 20% *Content is referred to as anything that shows the student is learning and demonstrating proficiency in the Spanish language. Items such as test, quizzes (both verbal and written) and some projects are examples of Content. ASSESSMENTS: Formative Assessments will be used throughout the course. Formative Assessments will provide FEEDBACK to the student, but will NOT be placed in the grade book. For Summative Assessments, students will be assessed in the areas listed in the course overview. Assessments will include traditional paper/pencil tests, verbal presentations, and submissions of writings. Whenever applicable, students will be given practice tests and review sheets so that students know exactly what will be covered on the assessments and in what format. Feedback will be given so students will be aware of any areas of strength or weakness. SCHEDULE: 1 st Semester: Preliminary Chapter Alphabet Greetings Goodbyes Manners Days of week Dates Months/Seasons

3 Colors Numbers 0-30 Titles (Sr., Sra.) Chapter 1 - Friends Identifying people Describing people (adjectives) Numbers Nationalities Interrogatives (Question words) Words of degree (un poco, muy ) Chapter 2 - Students and Classes Identifying classes/subjects Describing teachers and classes (adjectives) Nationalities Question words Words of agreement-disagreement Miscellaneous important Spanish words (también, mucho, etc.) Chapter 3 - Purchases for School School supplies Clothing Describing clothes (adjectives) Shopping Question words Regular ar verbs Chapter 4 - In/At School Getting to school (transportation) Verbs of action in classroom Spanish club vocabulary Question words Chapter 5 - Food (Café) Snacks-food-drinks Shopping for food Identifying food and meals Food Related Verbs Regular ER/ IR verbs Irregular Verbs: Ir, Dar, Estar TPRS Chapters 1-2 of TPRS are also covered in 1 st semester 2 nd Semester:

4 Chapter 6 - Family People in a family Rooms of the house Home activities Family events Chapter 7 - Sports Soccer Baseball Basketball Verbs related to sports Stem-changing verbs Body Parts Chapter 9 - Summer/Winter Summer/Winter weather Summer/Winter activities and sports Beach activities Introduction to Preterite Tense (Past Tense) TPRS TPRS Chapter 3 is also covered in 2 nd Semester along with the Spanish reader chapter book, Pobre Ana Detailed breakdown of content covered in Spanish 1 by vocabulary, grammar, etc. Spanish 1 Vocabulary Units Greetings and Introductions Days of the Week/Months/Seasons (Calendar) Colors Numbers 0 30 Alphabet Interrogatives Adjectives Ending in o Class Subjects and Describing School Other Adjectives Numbers Telling Time School Supplies Clothing School Activities Numbers Food and beverage

5 Family and Relationships Houses and Apartments Body Parts Summer and Winter Activities Structures el, la, los, las (definite articles) un, uno, unos, unas (indefinite articles) singular vs. plural (nouns and adjectives) tú vs. usted contractions: al and del tener expressions using interrogatives "flipping" the sentence Grammar Present Tense Regular AR Verbs Present Tense Regular ER/ IR Verbs Ser vs. Estar (Conjugation and introductions to differences) Tener Ir Dar " go" verbs Gustar stem changing verbs Present Progressive Preterite Tense Regular AR Verbs Preterite Tense Regular ER/ IR Verbs Ser and Ir in the Preterite car/ gar/ zar verbs in the Preterite TPRS Chapters 1 3 Top 50 words in Spanish (taught with phrases throughout year) TPRS Readings Chapters 1 3 (minimum of one story per mini cuento) Pobre Ana Cultural Readings El Quijote (BV p. 30) Español en Estados Unidos (BV. p. 62 & 63) Un alumno madrileño (BV p. 90) Escuelas del mundo hispano (BV p. 122)

6 En un café en Madrid (BV p. 156) Las horas para comer (BV p. 158) Mercado o supermercado? (BV p. 159) La familia hispana (BV p. 188) La quinceañera (BV p. 190) El fútbol (BV p. 220) Culture Topics How to greet people in Spanish speaking countries (kisses on cheeks, etc.) Personal space South America Countries and Capitals Schooling in Spanish speaking countries (classes, grading, etc.) Posadas (Introduction) Meal times in Spanish speaking countries Open air markets and supermarkets in Spanish speaking countries The Hispanic Family Importance (last names) La quinceañera Cinco de Mayo Futbol Listening by Native Speakers w/buen Viaje Exercises using taught vocabulary, structures, grammar and cultural topics Songs Eres tu (Justo Llamas) Colores (Bacilos) Tenía Tanto Que Darte (Nena Decante Spain) La Bamba (Richie Vallens)