Español III 2017-18 Instructor: Señorita Southwell E-mail: southwja@haslett.k12.mi.us Phone: 339-8249 Materials Required: (by Tuesday, 9.5.17): 1 ½ 3-ring binder to hold course handouts notebook paper 5 dividers with tabs 3 writing instruments: - a red pen - a blue or black pen - a pencil spiral binder for journal (30-50 pgs.) This is not the student s paper source and remains on the counter in classroom. I have many gently-used ones in my classroom that students are welcome to take. Planner (bring to class every day) Your grade will be based on: Quizzes/Tests - 65 % - unannounced! I am assessing what is in your longterm memory, rather than short-term (what leaks out shortly after being crammed in). Daily review and practice of class vocabulary, structures and cultural information is expected in order for the language to be acquired. Homework/Classwork - 20 % - There will be in-class assignments, whether in groups, pairs or individually. Work given during class will usually be completed there if student uses his/her time wisely. All work must be completed in its entirety and no partial points are given for incomplete assignments. If an assignment is not finished in class, it is always due at the beginning of the next class day and no late work is accepted. If you are absent, be sure to check Google Classroom first to see what was done and what work needs to be made up. If multiple days are missed, check when the work is due.
Participation - 15 % - The need for participation in class cannot be overemphasized, both in terms of affecting the grade and because of its value in acquiring a language and learning to communicate in another language. The teacherassessed grade of how well the student participates will be based on: - student preparation for class (homework completed, vocabulary review..) - group work - use of Spanish in class - general behavior and, of course - daily participation in all four areas of language proficiency in the target language will be expected: - class translation of level-appropriate literature (reading) - class stories and other tasks - writing answers to questions (writing) - journal entries, original stories - watching level-appropriate target language videos - learning songs (listening) - listening for directions - asking/answering questions (speaking) - volunteering to read aloud or translate - re-telling a class story - creating and sharing original guided conversations - group tasks in class Absence from class clearly affects your ability to participate in the class and should be kept to a minimum. The participation grade will appear only once each quarter, but will be changed periodically to reflect participation changes. Grading Scale: A+ 97.5-100 B+ 86.5-89.49 C+ 76.5-79.49 D+ 66.5-69.49 E 0-59.49 A 92.5-97.49 B 82.5-86.49 C 72.5-76.49 D 62.5-66.49 A- 89.5-92.49 B- 79.5-82.49 C- 69.5-72.49 D- 59.5-62.49 Course Description:
Through a TPRS methodology (Teaching Proficiency through Reading and Storytelling), and using a variety of TCI (Teaching with Comprehensible Input) strategies, students will become actively engaged in learning Spanish, with all four areas of proficiency being emphasized (reading, writing, listening and speaking). As well, cultural aspects of the Spanish-speaking countries are discussed, leading to a better understanding of the language. Sp III Vocabulary and Structures Preterite tense verbs: irregular in 3 rd person singular & plural (pedir, (con-)seguir, vestirse, sentirse, repetir, dormir(-se); leer, caer.. Continued use of -gar, -zar, -car verbs: irregular in preterite tense "yo" form tener phrases Preterite vs. Imperfect present perfect tense (incl. irreg. past participles) past perfect tense Reflexive verbs: continuation of how to use with other tenses future tense (incl. irregular infinitives) conditional tense (incl. irregular infinitives) imperative (familiar only: positive/negative, regular/irregular) Classroom Expectations: - Students should bring all of their classroom materials with them each day. - Students should be in their seats, materials on the desk and ready for the warm-up activity when the bell rings. Being tardy to class is a disruption to all. - All beverages, food and candy items should be consumed elsewhere. Because severe nut allergies exist, it is imperative that food items not be brought to class. We will be doing a lot of speaking in class, so gum should also be removed. - Per school policy, all electronic devices (cell phones, games..) should be turned off before entering class (vibrating mode is not considered off ). There may be opportunities for such devices to be used in a class lesson, but students will be clearly informed when that is the case. Otherwise, they will be confiscated and turned in to the office, per school policy, if used in class. - Each assignment should be turned in on the due date, at the beginning of class.. Absences: Students absent for the day should check Google Classroom to find out
what they missed and see me immediately upon return. Students should pick up any handouts/assignments the day of their return and hand in the next day. Students missing test or quiz days are expected to make them up the next day; missed work involving longer absences should be pursued by the student the day they return. Planned absences (school related or personal) should be discussed with me before leaving. If a student is tardy and spends the hour in ISS, they still need to see me before leaving school to get their work. ** parent/guardian and student, please read syllabus and return signed portion I have read and understand the course syllabus. Student (printed) name: Student signature: I have reviewed this syllabus with my son/daughter and understand what his or her responsibilities are for this course. Parent/Guardian signature:
* See Spain Trip information on reverse side Spain Trip: I am once again planning to take a group of Haslett students to the Spain during the Summer of 2013. The value of this in-country experience is incredible. It will be open to all Haslett High School students that are studying or have studied Spanish. This trip will allow our students the opportunity to really use and improve their skills as they interact in native settings. I began planning for this trip early in the last school year, in order to give families more time to plan. I already have several students who signed up last year. I will again meet with the Spanish classes to share about the trip and then, once they have had a chance to show you the information, will have another parent meeting to talk specifics (probably around the end of September).