Spanish II Spanish 2 Course Description Spanish 2 (novice level) is a continuation of Spanish 1 with an emphasis on grammar and conversation. We continue learning to communicate in Spanish. We examine the cultures of Spanish-speaking places. We connect the concepts learned with other subjects studied in school. We compare the Spanish language with the English Language and Hispanic cultures with the culture of the USA. We examine ways to use Spanish in our community. This course is conducted and taught entirely in Spanish.
Course or PASS Objectives By the end of this course, you should be able to: 1. 2. 3. 4. 5.
Communicate in the interpretive, interpersonal, and presentational modes. OK P.A.S.S. 1.1-1.3 Demonstrate an understanding of Hispanic cultures. OK P.A.S.S. 2.1-2.2 Demonstrate further knowledge of other content areas through Spanish. OK P.A.S.S. 3.1 – 3.2 Compare Spanish and English. OK P.A.S.S. 4.1- 4.2 Use Spanish both within and beyond the school setting. OK P.A.S.S. 5.1 – 5.2.
Grading Grades are divided into two groups: Daily Work = 80 % and the semester final exam = 20% per Board policy. Daily work is everything that we do in class and is not limited to this list: homework checks, quizzes, tests, projects, dialogues, etc. Tests, quizzes, and finals accompany the text so that they match the vocabulary and format of the textbook and the activities that we do in class. Because we do a lot of class work, a daily participation grade of 5 points per school day is awarded by the teacher. For example, a regular 5-day school week is equal to 25 points. These points are awarded to the students in advance. Students who do not participate appropriately can lose these 5 points at the sole discretion of the teacher. Students either receive a 5 for the day or a zero. For ease of entry, points are awarded as a total for the previous week rather than daily. Students still receive their points for excused absences. Grades are computed on total points earned out of total possible points then converted to a percentage. Letter grades are then computed using the following grading scale. MHS Grading Scale Letter Grade A AB+ B BC+ C C-
Percentage 93-100% 90-92% 87-89% 83-86% 80-82% 77-79% 73-76% 70-72%
Grade Point 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7
D+ D DF
67-69% 63-66% 60-62% 0-59%
1.3 1.0 .67 0.0
Reading Material and Supplies ¡Aventura! Español 2
textbook
!Aventura!
Español 2
Interactive textbook EMC Publishing Copyright 2009
!Aventura!
Español 2
workbook EMC Publishing Copyright 2009
EMC Publishing Copyright 2009
Course Outline Sequence of course listed may vary beyond teacher’s control. Changes of instruction may be made based on teacher monitoring. First Semester August Chapter 1: Empieza un nuevo año pp. 1-47 Cultural context: El mundo hispanohablante Lesson A El mundo hispanohablante Vocabulary Dialogues I, II Culture: El mundo es un pañuelo y Un problema de todos Grammar: Structure and Quick Reviews Cultural Reading: Los guardianes del futuro Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading Lesson B
El mundo hispanohablante
Vocabulary: Las vacaciones pasadas y De compras Dialogues: I, II Culture: Los cibercafés, Novios y novias Grammar: Structure and Quick Reviews
Cultural Reading: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Reading: En la red Strategy: Using cognates to determine meaning Writing Strategies: Keeping your reader in mind Quizzes: reading, writing Chapter test September Chapter 2: El cuerpo y la salud pp. 48-95 Cultural context: Estados Unidos Lesson A Vocabulary: En el baño y Todos los días Dialogues I, II: ¡Nos vamos! Y ¿Cuándo cenamos? Culture: En los Estados Unidos hay nombres en español Oportunidades: El español en tu comunidad Comer bien es salud Grammar: Structure, Strategies, and Quick reviews Cultural Reading: United States: Un país latino Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading Lesson B Vocabulary: Con la doctora y De camping Diálogues: I, II: La gripe y Pescando un resfriado
Culture: Aquí se habla español y Minoría mayoría Grammar: Structure Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Readings: Los atletas profesionales Strategies: Drawing on background knowledge Writing Strategies: Stating chronological information Quizzes: reading, writing Chapter test
Chapter 3 Mi ciudad pp. 98-147 Cultural context:
México
Lesson A Vocabulary: Por las calles de la capital y Los almacenes Dialogues I, II: ¿Qué buscas en el mapa? Y ¿Para qué mirar el mapa? Oportunidades: Cuando estás perdido Y ¡Sólo piensas en comer! Culture I, II: México, país con pasado diverso y De compras en México Grammar: Structure Cultural Reading: Guadalajara Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading October Lesson B Vocabulary: En el barrio y El coche ideal
Dialogues I, II: ¿para qué mirar el mapa? Y ¡Por fin llegamos! Culture I, II: México, país de contrastes y Por un aire más puro Grammar: Structure Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Readings: ¡Viva México! Strategies: Using format clues to predict meaning Writing Strategies: Providing details to appeal to your reader Quizzes: reading, writing Chapter test Chapter 4 Las diversiones pp. 146-199 Lesson A
Cultural context: El Salvador
Vocabulary: En el parque de atracciones y En el zoológico Dialogues I, II: ¡Qué mentira! Y ¡Qué lástima! Culture: El Salvador y Sopa de iguana, por favor. Grammar: Structure and Quick Reviews Cultural Reading: ¡Salvemos El Imposible! Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading November Lesson B Cultural context: Honduras Vocabulary: En el circo y En la finca
Dialogues I, II: Soy un gran malabarista y ¡Qué chistoso! Culture: Honduras y Gestos y palabras para describir animales Grammar: Structure Readings: Grupo musical La Ola Self Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Readings ¡El gran Circo de los Hermanos Suárez! Strategies: Contextual clues Writing Strategies: Writing a poem Quizzes: reading, writing Chapter test Chapter 5 ¿Qué compraron? pp. 200-249 Cultural context: Cuba, Puerto Rico, La República Dominicana Lesson A Vocabulary: En el supermercado y Carnes, pescados y mariscos Dialogues I, II: Una sandía y ¿Algo más? Culture: El Caribe, islas del encanto y Las paladares Grammar: Structure and Quick Reviews Cultural Reading: La cocina cubana Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading December Lesson B Vocabulary: En la tienda y En el restaurante
Dialogues I, II: Buscando una blusa y Una comida muy rica Cultural Reading: La República Dominicana y su diseñador estrella y La comida criolla Grammar: Structure and Quick Reviews Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Writing: El Caribe Strategies: Using a combination of reading strategies Writing Strategies: Concept maps Quizzes: reading, writing Chapter test First Semester Final Exam: Achievement Test I Chapters 1 - 5 Second Semester January Chapter 6 Hogar, dulce hogar pp. 250-297 Lesson A
Cultural context: Bolivia
Vocabulary: En el hogar y La familia en el jardín Dialogues I, II: El ático de los Garcia y ¡Qué buena eres! Cultual Reading: Bolivia, país de quechuas y aymaras y Las casas coloniales Grammar: Structure and Quick Reviews Cultural Reading: Uta Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading
Lesson B Cultural context: Bolivia, Colombia, Ecuador, Perú, Venezuela Vocabulary: Las reglas y Aparatos y cosas de la casa Dialogues I, II: ¿Y las llaves? Y El abrelatas Culture: Bolívar y los países bolivarianos y Las celebraciones familiares Grammar: Structure Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading !Viento en la popa! Readings: La familia hispana Strategies: Skimming Writing Strategies: Comparing and contrasting Quizzes: reading, writing Chapter test Chapter 7 Última hora pp. 298-345 Lesson A Cultural context: Uruguay Vocabulary: En las noticias y En la television Dialogues I, II: Accidente en la Carretera 10 y ¡No hay nada que ver! Culture: El Uruguay, el país más pequeño de América del Sur y La televisión uruguaya Grammar: Structure Cultural Reading: La talentosa Natalia Oreiro Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading
February Lesson B Cultural context: Paraguay Vocabulary: ¿Qué hay en el periódico? Y El fútbol y la radio Dialogues I, II: Eso no es verdad y ¡Gol! Culture: Paraguay, corazón de América del Sur y El fútbol y la radio en Paraguay Grammar: Structure and Quick Reviews Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Readings: El arte latinoamericano unido en Montevideo Strategies: Determining the main theme of a Reading Writing Strategies: Modeling a style of writing Quizzes: reading, writing Chapter test
Chapter 8 ! Vámonos a España! pp. 346-393 Cultural context: España Vocabulary: Soñaremos y En la agencia de viajes El Sol Dialogues I, II: El sueño de Carlos y Voy a San Sebastián Culture: De vacaciones en España y ¡Olé! Grammar: Structure Cultural Reading: Barcelona: dinámica y emocionante Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading
March Lesson B Vocabulary: En el aeropuerto y En un parador nacional Dialogues I, II: Vamos a preguntar y Soñar no cuesta nada Cultural Reading: España y ¡Viajando por España! Grammar: Structure Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Reading: Lázaro cuenta su vida y de quién fue hijo Strategies: Combining Reading strategies Writing Strategies: Creating a chronological itinerary Quizzes: reading, writing Chapter test Chapter 9 Mi futuro pp. 394-439
Cultural context: El mundo
Lesson A Vocabulary: Los empleos y Sueños y aspiraciones Dialogues I, II: ¿Abogada? Y ¿Qué dices, chico? Culture: Nuestro planeta y Las universidades latinoamericanas Grammar: Structure Quizzes: listening, writing, speaking, reading
April Lesson B Vocabulary: Las vacaciones y El mundo Dialogues I, II: ¿A la universidad? y Los estudiantes internacionales Culture: Los gestos y El ecoturismo Grammar: Quick Review Readings: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Reading: Lázaro cuenta su vida y de quién fue hijo (continuación) Strategies: Predict content using support visuals Writing Strategies: Graphic organizers Quizzes: reading, writing Chapter test
Chapter 10 Mi mundo pp. 440-460 Cultural context: El mundo Lesson A Dialogue: Mis hermanos en Santiago Culture: Minneapolis y Santiago: ciudades hermanas Cultural Reading: El turismo virtual Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading
May Lesson B Dialogue: Quisiera estudiar en Chile Culture: Después del colegio Reading: Grupo musical La Ola Self-Evaluation: Autoevaluación Quizzes: listening, writing, speaking, reading ¡Viento en popa! Reading: Estudiar o trabajar Strategies: Word families Writing Strategies: Similes, metaphors, and symbols Quizzes: reading, writing Chapter test Second Semester Final exam: Achievement Test II Chapters 6 - 10
Muskogee High School Policies Instructor’s Grading Criteria/Timetable: Per Muskogee Board of Education policy, a minimum of two grades are taken each week. Grades may be taken unannounced at any time on any piece of student work. Grades may be taken on quizzes, tests, homework, projects, speaking performances in class, and other assignments. Class participation is given as 5 points per regular school day and are rewarded or taken away PURELY AT THE DISCRETION OF THE TEACHER. The comprehensive semester final must count 20% of the student´s final grade per Board policy. Course Policies: I adhere strictly to the policies as defined in the Muskogee Public Schools Secondary Student Expectations2010-2011 handbook.
Muskogee High School Policies Extra Credit Policy There is no extra credit available in this course.
Attendance/Tardiness According to the MHS student handbook, an absence is defined as being more than 5 minutes late to an assigned area or not being present for an assigned class/ activity. The absence limit per semester (18 weeks) is nine (9) days per semester. A student with more than nine (9) absences will receive a grade of “F” at the time of the 10th absence. Any unacceptable absence is truancy. A student not within his/her assigned area when the tardy bell begins to ring is tardy. For more explanation, see pp. 26-29 of Muskogee Public Schools Secondary Student Expectations 2010-2011. The described policies and procedures of the student handbook constitute Muskogee Board of Education policy and will be strictly adhered to.
Late Work Policy Late work is accepted per the policies in the student handbook. However, extenuating circumstances will be considered on a case-by-case basis.
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 7:50 – 8:10 a.m. every school day EXCEPT Thursdays and from 2:50 – 3:05 p.m. every school day except for occasional school meetings at that time.
