COURSE TITLE
Spanish 3
INSTRUCTORS
Dra. Claudia Larrotta; Sra. Yvette Jones
ADMINISTRATOR FOR WORLD LANGUAGES
Dr. Amanda Ruiz: amanda.ruiz@cherokee.k12.ga.us
DEPARTMENT HEAD
Dr. Claudia Larrotta: Claudia.larrotta@cherokee.k12.ga.us
SCHOOL LINKS
EHS
CCSD
COURSE PHILOSOPHY AND GOALS The Level III language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have completed a Level II course or are at a Novice-Mid level of proficiency. Students use basic language structures with accuracy and recombine learned material to express their thoughts. They are exposed to more complex features of the language, moving from concrete to some abstract concepts. An important component of language classes is the use of the language beyond the classroom in the real world. The integration of technology will be used as an important tool in accessing authentic information in the target language and in providing students the opportunity to interact with the teacher, peers and native speakers. This course is taught for Spanish Level 3 according to the Georgia Performance Standard for Modern Languages Level III. Instruction and assessment will be differentiated in accordance with the American Council for Teachers of Foreign Languages (ACTFL) guidelines to meet the needs of on-level and gifted students. Students at this level will be expected to perform with some guided practice and start showing evidence of fostering independent learning. GEORGIA PERFORMANCE STANDARDS: SPANISH LEVEL III The course is taught according to the Georgia Performance Standards For Modern Languages lll. I. Communication Interpersonal Mode of Communication (IP) MLIII.IP1 The students exchange spoken and written information and ideas in the target language, with some originality and spontaneity, utilizing cultural references where appropriate. MLIII.IP2 The students initiate, sustain, and close oral and written exchanges in the target language, applying familiar vocabulary and structures to new situations. Interpretive Mode of Communication (INT) MLIII.INT1 The students understand spoken and written language on newly acquired and familiar topics presented through a variety of media in the target language, including authentic materials. Presentational Mode of Communication (P) MLIII.P1 The students present information orally and in writing using familiar and newly- acquired vocabulary, phrases, and patterns in increasingly complex sentences and strings of sentences. MLIII.P2 The students present student-created as well as culturally authentic stories, poems, and/or skits in the target language. II. Cultural Perspectives, Practices, and Products (CU) MLIII.CU1 The students understand and discuss perspectives, practices, and products of the cultures studied and how they are interrelated. III. Connections, Comparisons, and Communities (CCC) MLIII.CCC1 The students reinforce and broaden knowledge of connections between the target language and other subject areas including language arts, science, history, social science, mathematics, physical education, health, and/or the arts. MLIII.CCC2 The students investigate similarities and differences that exist within and among the cultures studied. MLIII.CCC3 The students strengthen knowledge of the English language through the study and analysis of increasingly complex elements of the target language. MLIII.CCC4 The students improve language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.
SUGGESTED MATERIALS and RESOURCES Notebook: 3 ring binder w/paper and dividers Pencils, Erasers, Highlighter Spanish English Dictionary/app
www.vhlcentral.com www.conjuguemos.com www.quizlet.com www.studyspanish.com www.spanishdict.com www.quia.com www.spanishlearninglab.com
www.duolingo.com ASSESSMENT AND GRADES Grades should reflect what students know and are able to do. Therefore, in this class, grades will be derived from assessments of the following skills: Vocabulary and Grammar Assessments………………………………………………………….…………………. 20% These assessments will collect evidence of students’ acquisition and application of vocabulary and grammatical structures in context. Comprehension Assessments (Listening and Reading Skills) …………………………………………. 20% These assessments correspond to the student’s performance in the interpretive mode. Through these assessments students demonstrate understanding of simple spoken and written language through a variety of media in the target language and based on topics such as self, family, school, etc. Production Assessments (Speaking and Writing Skills) ………………………………………………. 25% These assessments correspond to the students’ performance in the presentational mode. Through these assessments students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. Unit Comprehensive Assessments……….35% (Unit tests and projects used to assess student progress throughout the unit.) Assessments include integration of the modes of communication in all four skills. Unit assessments are announced several days in advance. Formats may include: - Contextual vocabulary assessments - Contextual grammatical assessments - Selected response (Multiple choice, true/false, matching and short answer fill-in items). - Writing assessment (essays, letters, journals). - Oral assessments (interviews, conferences, direct response questions, situations). - Student created projects, performance and presentations. - National Spanish Exams (listening and reading assessment). Each of the four grading categories will include grades for assessments, homework, classwork, and projects, with points assigned reflecting the complexity of the task. HOMEWORK: Homework will be assigned nightly for the purpose of previewing material, extending and or refining knowledge and skills. Timeliness of assignments is crucial. Homework will mostly consist of but will not be limited to writing entries, contextualized vocabulary/grammar practice, reading and comprehension tasks based on authentic resources, finishing classroom activities or projects. Homework grades will be assigned in accordance to the practiced skill. GRADE RECOVERY and EXTRA ENRICHMENT OPPORTUNITIES We believe that ALL students can learn, just not always at the same rate. Students who do not demonstrate proficiency will be given opportunities to learn the material and re-assess. Test recovery will be available; however, the student must first attend tutoring with the teacher and complete the reinforcing materials before retaking the assessment. If a student fails to complete an assignment or test on time, the following consequences will be given: The teacher will contact parents. A grade of “NHI” will be entered in the ASPEN Grade book. The student must attend detention with the teacher. (This will be assigned before or after school.). Once the detention has been served, the student’s assignment will be accepted without penalty. If the student fails to attend the detention, the teacher will complete a discipline referral in order to complete the work at a supervised in-school Saturday morning work session. The student will have recovery opportunity until the end of each unit, at which time all remaining NHIs for that unit will receive a grade of “0”. If after the grade recovery option has been given to the student, performance level is less than proficient or does not meet the standard, enrichment opportunities are occasionally offered in order to provide cultural appreciation and additional evidence of students understanding, knowledge, and/or skills. The work resulting from enrichment assignments will not replace missing assignments. Some examples of enrichment opportunities are: Participation in Cultural Events, Local, Regional or National/International Competitions, and community outreach using the target language. However, the enrichment assignments will not be used as “bonus” marks.
ATTENDANCE & TARDINESS POLICY Follow rules per CCSD Student Handbook. County policy will be observed. Time allotted for make-up work will be UP TO 10 days depending on the nature of the assignment and at the teacher’s discretion. CLASSROOM EXPECTATIONS 1. Come to class on time prepared with all materials necessary to learn. 2. Participate! 3. Be in your assigned seat and use your assigned laptop when instructed. 4. If you need extra help, schedule a tutoring session. (Tutoring schedule is posted on teacher websites.) 5. Be respectful of yourself and others. 6. Hand in assignments and all work on time. 7. Clean up after yourself. 8. Keep cell phones and electronic devices turned off and invisible unless directed otherwise. 9. Check your teacher’s Aspen Pages on a regular basis for assignments, resources, and pertinent information. 10. Take ownership of your academic journey!
COURSE PLANNER: (Subject to change) August 1-26
August 29September 30
August 29September 30
Lesson 10 En el Consultorio UEQ: How does one feel? LEQs: ¿Cómo es tu cuerpo? ¿Qué te duele? ¿Cómo te sientes hoy? ¿Qué necesito hacer para sentir mejor?
Lesson 11 El carro y la tecnología UEQ: How does one discuss car and technology issues in Spanish-speaking countries? LEQs: ¿Cómo es tu carro? ¿Qué problema hay con tu carro? ¿Cómo es tu computadora? ¿Qué problema hay con tu computadora?
HISPANIC HERITAGE MONTH UEQ: What are the contributions of Hispanics to our culture?
Communicative Goals: Describe symptoms and remedies. Give advice about health and medical visits Discuss medical conditions Compare and contrast medical services Describe what happened Communicative Goals: Describe how to use technology and electronics Talk about car trouble Express possession Compare and contrast the use of cybercafés Narrate simple past events.
Vocabulary: Body parts, symptoms, health Grammar: SP2 Grammar Review: Imperfect/expressions with se/reflexive/adverbs/ser + estar Reading comprehension: Servicios de salud Culture: El tango, mate, la Isla de Pascua Vocabulary: The car and its accessories Computers and electronic products Grammar: preterit and imperfect Familiarization with the basic differences between Por and para. Stressed possessive adjectives and pronouns Reading Comprehension: Los Cybercafés
Communicative Goals: Relate the differences between the United States Culture and how it has been influenced by the Latinos
Culture Social Networking in the Spanish Speaking World Vocabulary: Words of nationality and heritage hispano/ chicano/ hispanohablante Grammar: Preterit vs. Imperfect
Adjectives and agreement October 3November 4
Lección 12 Holgar, dulce hogar UEQ: How do you describe your home? LEQs: ¿Cómo es tu casa? ¿Qué hay en tu casa? ¿Qué contienen tus cuartos? ¿Cuáles son tus quehaceres?
Communicative Goals: Welcome people Show people around the house Give instructions Compare and contrast houses and apartments
Vocabulary: The parts of a house; household chores; table settings Grammar: Usted and ustedes commands Present subjunctive Reading Comprehension: ¡Bienvenidos a la Casa Colorada! Culture: América Central
November 7December 9
Lección 13 La Naturaleza UEQ: How can we protect our natural resources? LEQs: ¿Qué es la naturaleza? ¿Cómo cuidamos el medio ambiente? ¿Cómo cuidamos la naturaleza? ¿Qué te alegra? ¿Qué dudas? ¿Qué crees?
Communicative Goals: Categorize the elements of the nature Describe environmental issues affecting Spanish Speaking countries Recommend best environmental practices Giving advice on how to improve an environmental concern Express wishes, desires and emotions
Vocabulary: La naturaleza; el medio ambiente; las emociones; las dudas y certezas.
Communicative Goals: Talk about errands Ask for and give directions Give advice
Vocabulary: La ciudad; en el banco; cómo llegar; en el correo.
Grammar: Subjunctive with verbs of emotion, doubt, disbelief and denial. Reading Comprehension: Los Andes Se Mueven Culture: Natural Parks in Latin America
MID TERM Lección 14 En la ciudad UEQ: How does one navigate and participate in city life? LEQs: ¿Qué hay en la ciudad? ¿Cómo das direcciones? ¿Cómo le aconsejarías a alguien? ¿Dónde comprarías cosas? ¿Cuáles son tus dudas y creencias?
Grammar: Subjunctive in adjective clauses/ tú commands/nosotros commands Reading Comprehension: Esquina Peligrosa Culture: América Central II
FINAL EXAM
Lección 15 El bienestar UEQ: How do you practice healthy habits? LEQs: ¿Cómo discute la salud, el bienestar y la nutrición? ¿Cómo se describe algo que está hecho? ¿Cómo se describe lo que ocurrió recientemente o en el pasado?
Communicative Goals: Discuss health, wellbeing and nutrition Describe an action or event in the immediate past Describe an event that occurred before another past event
Lección 16 El mundo de trabajo UEQ: Can you discuss your future plans and participate in an interview? LEQs: ¿Cómo será tu futuro? ¿Qué harás después de graduarte? ¿Cuál será tu profesión? ¿Cuáles son tus metas personales y profesionales?
Communicative Goals: Discuss the world of work Talk about future plans Reminisce Express hopes
Vocabulary: El bienestar; la nutrición Grammar: Past participles used as adjectives/present perfect Reading Comprehension: El Viaje Culture: Spas Naturales Vocabulary: Las ocupaciones; las entrevistas; el mundo del trabajo Grammar: Future/conditional Reading Comprehension: Imaginación y destino Culture: España