Course Syllabus p. 1

Spanish I Course Description Spanish I introduces the four areas of language proficiency – reading, writing, speaking, and understanding the Spanish language. It also introduces aspects of Hispanic culture. Topics of conversation include school, family, home, extracurricular activities, shopping, and food. Course Policies: Students must have a desire to learn and a willingness to try to communicate in Spanish. One of the PASS Objectives is for the student to “practice oral or written use of the foreign language with people outside the classroom.” Students will be required to spend approximately 10 minutes a day improving their Spanish skills outside of class by doing various activities such as studying vocabulary, practicing conversational skills, watching Spanish tv, listening to Spanish music, magazine reading, etc.

Course and PASS Objectives By the end of this course, you should be able to: 1. Interpersonal Communication: greet people, ask and answer basic questions, express personal needs, preferences and feelings, and express quantity. 1.1 2. Interpretive Communication: comprehend simple daily communications, the main idea in recordings, the main idea in authentic written material, and respond to simple commands. 1.2 3. Presentational Communication: describe basic information, give simple commands and requests, write personal journals, and give short dialogues. 1.3 4. Practices of Culture: understand formal and informal register, identify some customs and traditions, and identify some viewpoints of the target culture. 2.1 5. Products of Culture: identify objects, images and symbols, some major contributions and historical figures, some historical and contemporary influences, and geographic regions of the target language. 2.2 6. Interdisciplinary Connections: use information and skills from other content areas for the target language and use information in the target language to reinforce learning in other content areas. 3.1, 3.2 7. Distinctive Viewpoints: use authentic sources to gain insight about the perspectives of the target culture. 4.1 8. Comparisons of Language: recognize cognates, sound patterns, basic grammatical structures, and idiomatic expressions. 4.1 9. Comparisons of Culture: recognize similarities and differences in the culture studied. 4.2 10. School and Community: practice oral and written use of the foreign language outside the classroom. 5.1, 5.2 11. Personal Enrichment: explore a variety of entertainment sources representative of the target culture.

Course Syllabus p. 2

Grading The semester’s grade is based on Participation 10%, Daily Grades 10%, Academic Vocabulary Notebook and Culture Folder 10%, Quizzes 10%, Orals 20% , Tests 20% and Semester Tests 20%. The goal of assessment is to determine the student’s ability to use the language. Daily Grades: If a student chooses not to do an activity in class, that grade becomes a zero that can only be made up in mandatory tutoring at 75%. Participation Grades: Students begin each week with 100 pts for a participation grade. Common deductions are: Tardy – 20 pts Not in assigned seat – 20 pts. Disruptive – 50-100 pts. Off Task – 20 pts. Cell phone – 50 pts Disrespectful – 50 pts/ Bathroom – 20 pts. Sleeping – 20 pts Upon assigning a task or assessment, students are given a rubric which details the point value. In a pair or group activity, everyone’s name that worked together is on the same sheet of paper. A single name on a sheet of paper indicates it is the sole work of that student. There is zero tolerance for cheating.

MHS Grading Scale Letter Grade A AB+ B BC+ C CD+ D DF

93-100% 90-92% 87-89% 83-86% 80-82% 77-79% 73-76% 70-72% 67-69% 63-66% 60-62% 0-59%

Percentage

Grade Point 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 .67 0.0

Reading Material and Supplies ¡Aventura! Español 1 textbook EMC Publishing Copyright 2009 !Aventura! Español 1 interactive textbook EMC Publishing Copyright 2009 !Aventura! Español 1 workbook EMC Publishing Copyright 2009 3 Ring Academic Vocabulary Binder with 5 sections Culture Folder

Course Syllabus p. 3

Course Outline and Time Table Sequence of course listed may vary beyond teacher’s control. Changes of instruction may be made based on teacher monitoring. First Semester August Unit 1: ¿Cómo te llamas? (What is your name?) pp. 1-37 Lección A Cultural context: El mundo hispanohablante (Spanish-speaking world) Vocabulary p. 2 and p. 8 Conversations: p. 4 and p. 10 Culture: greetings p. 5 and birthdays p. 11 Grammar: punctuation p. 6, definite articles and countries p. 12, and cognates p. 13 Lectura cultural (cultural reading) p. 16 ¿Qué aprendí? Autoevaluación p. 17 Quizzes: listening, writing, speaking, reading Oral: name, origin and age Lección B Cultural context: El mundo hispanohablante (Spanish-speaking world) Vocabulary p. 18 and p. 24 Conversations: p. 20 and p. 26 Culture: more about greetings p. 21 and courtesy p. 27 Grammar: formal/informal p. 22 and time p. 30 Lectura personal (personal reading): Grupo musical La Ola p. 30 ¿Qué aprendí? Autoevaluación p. 31 Quizzes: listening, writing, speaking, reading Oral: Name, origin, age , and time ¡Viento en popa! Cultural Reading p. 32 Strategies: cognates p. 32, dictionary p. 34, and community connections p. 35 Chapter Test September Unit 2: En mi colegio (In my school) pp. 38-87 Lección A Cultural context: Estados Unidos (United States) p. 40 Vocabulary p. 40 and p. 48 Conversations: p. 42 and p. 50 Culture: Hispanic Influence in the US p. 43 and Spanish in the US p. 51 Grammar: subject pronouns and verb ser p. 44, definite articles p. 52, and indefinite articles p. 55 Lectura cultural (cultural reading): La Ola de gira p. 58 ¿Qué aprendí? Autoevaluación p. 59 Quizzes: listening, writing, speaking, reading Oral: name, origin, telephone number, and time Lección B Cultural context: Estados Unidos (United States) p. 60

Course Syllabus p. 4

Vocabulary p. 60 and p. 72 Conversations: p. 62 and p. 74 Culture: high schools in Hispanic world p. 63 and grades p. 75 Grammar: Nouns p. 64 and verb estar p. 76 Lectura personal (personal reading): Grupo musical La Ola p. 80 ¿Qué aprendí? Autoevaluación p. 81 Quizzes: listening, writing, speaking, reading ¡Viento en popa! Cultural Reading p. 82 Strategies - background knowledge p. 83 and journal p.84 Chapter 2 Test October Unit 3: ¡Vamos a la ciudad! (Let’s go to the city!) pp. 88-131 Lección A Cultural context: Mexico p. 90 Vocabulary p. 90 and p. 100 Conversations: p. 92 and p. 102 Culture: Mexico City p. 93 and transportation in Mexico City p.103 Grammar: indirect object pronouns p. 94, question words p. 96, and verb ir p. 104 Lectura cultural (cultural reading): Mexico City’s metro p. 108 ¿Qué aprendí? Autoevaluación p. 109 Quizzes: listening, writing, speaking, reading Oral: restaurant conversation Lección B Cultural context: Mexico p. 110 Vocabulary p. 110 and p. 116 Conversations: p. 112 and p. 118 Culture: Federal District p. 113 and going out to eat p. 119 Grammar: verb ir (to go) p. 114 and present tense verbs p. 120 Lectura personal (personal reading): Grupo musical La Ola p. 124 ¿Qué aprendí? Autoevaluación p. 125 Quizzes: listening, writing, speaking, Reading Oral: introduction and Exchange information ¡Viento en popa! Cultural Reading p. 126 Strategy: anticipating special vocabulary p. 126 Chapter 3 Test November Unit 4: Mi familia y mis amigos (My family and my friends)pp. 132-179 Lección A Cultural context: Puerto Rico p. 134 Vocabulary p. 134 and p. 144 Conversations: p. 136 and p. 146

Course Syllabus p. 5

Culture: Puerto Rico p. 137 and last name p. 147 Grammar: adjectives p. 138, possessive adjectives p. 139, present tense p. 141 and conditions p. 148 Lectura cultural (cultural reading): Puerto Rico p. 137 and family p. 152 ¿Qué aprendí? Autoevaluación p. 153 Quizzes: listening, writing, speaking, reading Oral: family Lección B Cultural context: Dominican Republic p. 154 Vocabulary p. 154 and p. 164 Conversations: p. 156 and p. 166 Culture: Dominican Republic p. 157 and el merengue p. 167 Grammar: verb gustar p. 158 and verbs estar versus ser p. 168 Lectura personal (personal reading): Grupo musical La Ola p. 172 ¿Qué aprendí? Autoevaluación p. 173 Quizzes: listening, writing, speaking, reading Oral: past times ¡Viento en popa! Cultural Reading p. 174 Strategy: creating an outline p. 176 Chapter 4 Test December Unit 5: Una semana típica (A typical week) pp. 180-223 Lección A Cultural context: Costa Rica p. 182 Vocabulary p. 182 and p. 190 Conversations: p. 184 and p. 192 Culture: Costa Rica p. 185 and Costan Rican slang p. 193 Grammar: verb tener p. 186, expressing emotion p. 188, and direct object pronouns p. 194 Lectura cultural (cultural reading): Los chicos ticos p. 198 ¿Qué aprendí? Autoevaluación p. 199 Quizzes: listening, writing, speaking, reading Semester Exam: Achievement

Test I Chapters 1 - 5

Second Semester January Lección B Cultural context: Nicaragua p. 200 Vocabulary p. 200 and p. 208 Conversations: p. 202 and p. 210

Course Syllabus p. 6

Culture: Nicaragua p. 203 and holidays p. 211 Grammar: verb venir p. 204 and numbers p. 212 Lectura personal (personal reading): Grupo musical La Ola p. 216 ¿Qué aprendí? Autoevaluación p. 217 Quizzes: listening, writing, speaking, Reading Oral: daily activities ¡Viento en popa! Cultural Reading p. 218 Strategies: scanning for details p. 218 and brainstorming p. 220 February Unit 6: En casa (At home) pp. 224-267 Lección A Cultural context: Venezuela p. 226 Vocabulary p. 226 and p. 234 Conversations: p. 228 and p. 236 Culture: Venezuela p. 229 and Venezuelan arepas p. 237 Grammar: obligation p. 230, demonstrative adjectives p. 238 Lectura cultural (cultural reading): tradition of hallacas p. 242 ¿Qué aprendí? Autoevaluación p. 243 Quizzes: listening, writing, speaking, reading Lección B Cultural context: Columbia p. 244 Vocabulary p. 244 and p. 252 Conversations: p. 246 and p. 254 Culture: Columbia p. 247 and home p. 255 Grammar: verb decir p. 248, verb querer p. 250 and stem- changing verbs p. 257 Lectura personal (personal reading): Grupo musical La Ola p. 260 ¿Qué aprendí? Autoevaluación p. 261 Quizzes: listening, writing, speaking, reading ¡Viento en popa! Cultural Reading p. 262 Strategies: using graphics p. 262 and connecting phrases p. 264 Chapter Test March Unit 7: El tiempo libre (Free time) pp. 268-315 Lección A Cultural context: Argentina p. 270 Vocabulary p. 270 and p. 276 Conversations: p. 272 and p. 278 Culture: Argentina p. 273 and dance p. 279 Grammar: stem-changing verbs p. 274, hace p. 280, and present progressive p. 282 Lectura cultural (cultural reading): duck game p. 288 ¿Qué aprendí? Autoevaluación p. 289

Course Syllabus p. 7

Quizzes: listening, writing, speaking, reading

Lección B Cultural context: Chile p. 290 Vocabulary p. 290 and p. 298 Conversations: p. 292 and p.300 Culture: Chile p. 293 and Celsius p. 301 Grammar: accents p. 296, verbs dar and poner p. 296, occupations p. 302, and ordinals p. 304 Lectura personal (personal reading): Grupo musical La Ola p. 308 ¿Qué aprendí? Autoevaluación p. 309 Quizzes: listening, writing, speaking, reading Oral: weather with past times ¡Viento en popa! Cultural Reading p. 310 Strategies: previewing p. 310 and questioning p. 312 Chapter 7 Test April Unit 8: Mis quehaceres (My chores) pp. 316-361 Lección A Cultural context: Spain p. 318 Vocabulary p. 318 and p. 328 Conversations: p. 320 and p. 330 Culture: Spain p. 321 and chores p. 331 Grammar: direct object pronouns p. 322, indirect object pronouns p. 323, verb acabar p. 326, verbs oír and traer p. 332, and past tense p. 334 Lectura cultural (cultural reading): Women in the workforce p. 336 ¿Qué aprendí? Autoevaluación p. 337 Quizzes: listening, writing, speaking, reading Lección B Cultural context: Spain p. 338 Vocabulary p. 338 and p. 348 Conversations: p. 340 and p. 350 Culture: paella p. 341 and food p. 351 Grammar: past tense p. 352 Lectura personal (personal reading): Grupo musical La Ola p.354 ¿Qué aprendí? Autoevaluación p. 355 Quizzes: listening, writing, speaking, reading ¡Viento en popa! Cultural Reading p. 356 Strategies: meaning from context p. 356 and graphic organizers p. 358 Chapter Test May Unit 9: La ropa (Clothing) pp. 362-409 Lección A Cultural context: Panamá p. 364

Course Syllabus p. 8

Vocabulary p. 364 and p. 374 Conversations: p. 366 and p. 376 Culture: Panamá p. 367 and slang p. 377 Grammar: adjectives p. 368, past tense p. 370, past tense of ir and ser p. 378, and affirmative and negative words p. 381 Lectura cultural (cultural reading): Molas p. 384 ¿Qué aprendí? Autoevaluación p. 385 Quizzes: listening, writing, speaking, reading Oral: clothing store Lección B Cultural context: Ecuador p. 386 Vocabulary p. 386 and p. 394 Conversations: p. 388 and p. 396 Culture: Ecuador p. 389 and Guayaquil p. 397 Grammar: diminutives p. 390, irregular past tense p. 391, and prepositions p. 398 Lectura personal (personal reading): Grupo musical La Ola p.402 ¿Qué aprendí? Autoevaluación p. 403 Quizzes: listening, writing, speaking, reading Oral: market place ¡Viento en popa! Cultural Reading p. 404 Strategies: predict meaning p. 404 and sequence p. 406 Chapter 9 Test Unit 10: Un año más (Another year) pp. 410 Lección A Cultural context: Peru p.412 Conversation: p. 412 Culture: Peru p. 413 Lectura cultural (cultural reading): Machu Picchu p. 416 ¿Qué aprendí? Autoevaluación p. 417 Lección B Cultural context: Guatemala p. 418 Conversation: p. 418 Culture: Guatemala p. 419 Lectura personal (personal reading): Grupo musical La Ola p.422 ¿Qué aprendí? Autoevaluación p. 423 ¡Viento en popa! Cultural Reading p. 424 Strategies: predict meaning p. 404 and defining your purpose p. 426 Semester Test: Achievement Test II Chapters 6 - 10

Course Syllabus p. 9

Muskogee High School Policies Attendance/Tardiness MHS Tardy Policy: “A student is TARDY to class if he/she isn’t in the room at the end of the tardy bell. Tardies shall be dealt with in the following manner: Tardy #1: Teacher-student conference. Tardy #2: Teacher/parent contact, action by the teacher. Tardy #3 and Subsequent Tardies Student is placed in Teacher Detention and referred to the counselor by the classroom teacher. Six tardies will result in ISP placement if the six approve process has been followed. Late Work Policy “Students may request, complete, and receive credit for make-up work for any absence during any school day or partial school day, with the exception of absence due to truancy.” Students have “one day per day absent” to make up work at full credit. Homework assignments not ready when the bell rings lose 10% value. Grades more than 2 days late, with the exception of excused absence, can only be made up at 75% in mandatory tutoring or ISP. Extenuating Circumstances: If you have extenuating circumstances, such as the need to use the bathroom frequently, please inform the teacher in writing. This will be kept in a confidential file. The possibility of alternative arrangements is at the discretion of the instructor.

Mastery Learning/Tutoring A New Bell Schedule was implemented in 2008-2009 to provide time for mastery learning and for tutoring. I am available from 7:35 – 7:50 a.m. every school day except Thursday and from 7:50-8:10 Monday and Wednesday and from 2:50 – 3:05 p.m. every school day except for occasional school meetings at that time.