Spanish III Honors Spanish 3 Honors Course Description Spanish 3 Honors, a 5 point - college level class, is conducted and taught entirely in Spanish. The class is a continuation of Spanish 2 with emphasis on advanced grammar and production (speaking and writing). Students practice listening, reading, speaking, and writing to communicate using culturally authentic Spanish. Students connect the concepts learned in other subjects studied in school and use them in Spanish. The Spanish language is compared with the English language by paraphrasing and restating in Spanish. Students will be required to spend at least 2 hours a week outside of class improving their Spanish and enriching their cultural experience.

Course and PASS Objectives By the end of this course, the student should be able to on an intermediate level: 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 The semester’s grade is based on Participation 10%, Daily Grades 10%, Quizzes 10%, Academic Vocabulary Notebook and Culture Folder 10%, Orals and Writings 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 pts.

Off Task – 20 pts.

Cell phone – 50 pts

Disrespectful – 50-100 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.

Letter grades are then computed using the following grading scale. Letter Grade A AB+ B BC+ C CD+ D DF

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

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 3 EMC Publishing Copyright 2009 !Aventura! Español 3

Interactive textbook EMC Publishing Copyright 2009

!Aventura! Español 3

workbook

EMC Publishing Copyright 2009

3 Ring Binder with 5 sections Culture Folder

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 Self-Evaluation: Intermediate Level. Go to http://sde.state.ok.us/Curriculum/CurriculumDiv/Languages/PASS/Intermediate.pdf Chapter 1: ¡Bienvenidos! pp. 1-47 Lesson A Cultural context: Colombia Vocabulary: Comienzan las clases pp. 2-3 y Clases y horarios p. 14; 23 Dialogues I,II ¿Me reconoces? p. 4 y ¡Uf! ¡Qué problema con mi horario! p. 16 Culture: Colombia y los famosos p. 5 y ¿Qué se puede hacer en Bogotá? p. 17

Grammar : Present Tense pp. 6, 8, 11; Number and Gender of Adjectives p. 18; Ser or Estar with Adjectives p. 19 Cultural Reading: El mundo de Botero p. 22 Self-evaluation p. 23 Quizzes: academic vocabulary, grammar structures, listening Oral: conversation over classes, teacher and school activities Writing: e-mail about school pp. 12, 20 Lesson B

Cultural context: Venezuela

Vocabulary: Después de las clases pp. 24-25 y ¿Qué vemos esta noche? pp. 32-33; 41 Dialogues I, II ¿Qué es tu hermana? p. 26 y ¡Me fascina este programa! p. 34 Culture: Dos estrellas venezolanas en Chicago p. 27 y Venezuela y la industria de la telenovela p. 35. Grammar: Qué vs Cuál p. 28; Ser for Occupations p. 30; Gustar pp. 36, 38 Cultural Reading: Ruta Quetzal: recuerdos de Venezuela p. 40 Self-evaluation p. 41 Quizzes: academic vocabulary, grammar structures Writing: movie critique Oral: discussion of past time and movie or tv program ¡Viento en popa! pp. 42-43 Strategy: Rhythm and rhyme p. 42 Reading: Versos sencillos p. 43 Strategy: Organize the main ideas p. 44 Chapter I Test September Chapter 2 En familia pp. 48-97 Lesson A Cultural context: Estados Unidos

Vocabulary: Un cumpleaños muy especial pp. 50-51 Dialgoue I: ¿Conoces a algún chico guapo? p. 52 Culture: El Spanglish en Estados Unidos p. 53 y La Fiesta de San Antonio p. 61 Grammar: Affirmative/Negative Words pp. 54-55 Cultural Reading : Carmen Lomas Garza: Retratos de la comunidad mexicoamericana p. 68 Self-evaluation p. 69 Quizzes: academic vocabulary, grammar Oral: description of family Writing: e-mail Lesson B Cultural context: Estados Unidos Vocabulary: La rutina de las mañanas p. 70 y Los quehaceres en la casa p. 80 Dialogues I,II: ¿Por qué se pelean? p. 72, ¡Pon tus cosas en orden! p. 82, y ¿Qué estás haciendo? p. 60 Culture: Anuncios comerciales para los hispanos p. 73 y La Gran Manzana p. 83 Grammar: Complements p. 62; Present Progressive p. 63; Impersonal Se p. 66 Cultural Reading: Ruta Quetzal: recuerdos de Santa Fe p. 88 Self-evaluation p. 89 Quizzes: academic vocabulary, grammar Oral: description of daily routine Writing – e-mail, power point or booklet over daily routine ¡Viento en popa! Strategy: Visualizing p. 90 Reading: ¿No oyes ladrar los perros? pp. 91-93 Chapter 2 Test

Chapter 3 ¿Qué pasa en el mundo? pp. 98-147 Lesson A

Cultural context: España

Vocabulary: ¿Qué dicen los titulares? p. 100 y Recuerdos de un festival de cine pp. 110-111 Dialogues I, II: ¿Qué pasó? p. 102 y La entrevista p. 112 Culture: Un Aula muy especial p. 103 y El Festival Internacional de Cine de San Sebastián p. 113 Grammar: Preterite pp. 104, 105, 107; Hace p. 114; Imperfect p. 115 Cultural Reading: Los jóvenes españoles y la lectura p. 118 Self-evaluation p. 119 Quizzes: academic vocabulary, grammar October Lesson B Cultural context: España Vocabulary: Las noticias p. 120 y Un accidente en la carretera p. 130 Dialogues I, II: ¿Qué sucedió? p. 122 y ¿Qué había pasado? p. 132 Culture: Almería, el Hollywood español p. 123, Sevilla: 3.000 años de historia p. 133 , y La Giralda de Sevilla p. 135 Grammar: Preterite vs Imperfect pp. 124, 127; Past Perfect p. 134; Que o Quien p. 136 Cultural Reading: Toledo: un encuentro de culturas p. 138 Self-evaluation p. 139 Quizzes: academic vocabulary, grammar Writing: news article p. 144 Oral: tv presentation ¡Viento en popa! Strategy: Use prior knowledge p. 140 Reading: De la segunda salida de don Quijote pp. 141-143 Chapter 3 Test

November Chapter 4

Entre amigos pp. 148-191

Lesson A Cultural context: Puerto Rico Vocabulary: La amistad pp. 150-151 y Ha sido un mal día pp. 158-159 Dialogues I, II: Te voy a contar un secreto p. 152 y No ha sido mi culpa p. 160 Culture I,II: La herencia taína p. 153 y Los jóvenes y la salsa p. 161 Grammar: Verbs and Pronouns p. 154; Direct and Indirect Objects p. 155; Present Perfect p. 162 Cultural Reading: En el Viejo San Juan p. 166 Self-evaluation p. 167 Quizzes: academic vocabulary, grammar

Lesson B Cultural context:

República Dominicana

Vocabulary: La relación con los padres p. 168 y Por teléfono pp. 178-179 Dialogues I,II: ¡No vuelvas tarde a casa! p. 170 y ¿Qué estabas haciendo? p. 180 Culture I,II: Juan Luis Guerra, un canto de esperanza p. 171 y Los jóvenes dominicanos de hoy p. 181 Grammar: Informal Negative Commands p. 172; Preposition A p. 176; Imperfect Progressive p. 182 Cultural Reading: Santo Domingo: un mundo nuevo p. 184 Self-evaluation p. 185 Quizzes: academic vocabulary, grammar, listening Oral: telephone conversation of personal relationships ¡Viento en popa! Strategy: Inferring the poet´s attitude. 186 Reading: ¨A Julia de Burgos¨ pp. 186-187 Strategy: Transitions p. 188

Writing: informative essay on personal relationships Chapter 4 Test Chapter 5 Ciudad y campo pp. 192-239 Lesson A Cultural context: Argentina Vocabulary: Manejar en la ciudad pp. 194-195 y La vida en la ciudad pp. 202-203 Dialogues I, II: ¡No acelere! p. 196 y Creo que estamos perdidos p. 204 Culture: ¿En subte o en colectivo? p. 197, El transporte público y El mundo de Mafalda p. 205 Grammar: Commands pp. 198, 200; Preguntar vs Pedir p. 206; Subjunctive p. 207 Cultural Reading: El tango p. 210 Self-evaluation p. 211 Quizzes: academic vocabulary, grammar Oral: map directions December Lesson B

Cultural context: Chile

Vocabulary: Un viaje en tren pp. 212-213 y En el campo pp. 220-221 Dialogues I,II: ¿A qué hora sale el tren? p. 214 y Te sugiero que lleves botas p. 222 Culture: El tren de la poesía p. 215 y Los parques nacionales de Chile p. 223 Grammar: Irregular Subjunctives pp. 216, 218; Por vs Para p. 224; Subjunctive with Obligation p. 226 Cultural Reading: Recuerdos de Chile: Puerto Varas p. 228 Self-evaluation p. 229 Quizzes: academic vocabulary, grammar ¡Viento en popa! Strategy: Identifying symbols p. 230 Reading: El Sur pp. 231-235

Writing: Comparison/Contrast on City vs Country Strategy: Comparing and contrasting p. 236 Self-Evaluation: Intermediate Level. Go to http://sde.state.ok.us/Curriculum/CurriculumDiv/Languages/PASS/Intermediate.pdf Final exam: Achievement Test I Chapters 1 - 5 Second Semester January Chapter 6 De viaje pp. 240-285 Lesson A

Cultural context: Panamá

Vocabulary: Vamos a planear un viaje pp. 242-243 y Retraso en el aeropuerto p. 250 Dialogues I,II: ¿Tienes los pasajes? p. 244 y No creo que haya tormenta p. 252 Culture: Panamá, tres ciudades en una p. 245 y San Blas, un viaje al pasado p. 253 Grammar: Subjunctive with Adverb Clauses p. 246; Future p. 254; Subjunctive to Express Doubt p. 257 Self-evaluation p. 261 Quizzes: academic vocabulary, grammar Oral: weather report Lesson B Cultural context: Costa Rica Vocabulary: ¿Dónde nos alojamos? pp. 262-263 y Vamos de excursión pp. 270-271 Dialogues I, II: En el albergue juvenil p. 264 y ¡Temo que nos perdamos en la selva! p. 272 Culture: El volcán Arenal p. 265 y El viaje de las tortugas verdes p. 273 Grammar: Conditional pp. 266, 268; Subjunctive with Emotions p. 274 Cultural Reading: Recuerdos de San José p. 278 Self-evaluation p. 279 Quizzes: academic vocabulary, grammar

!Viento en la popa! Reading: En una tempestad p. 281 Strategy: Interpreting figurative language p. 280 Strategy: Organizing information Writing: Tourist brochure Chapter 6 Test

Chapter 7 Buen provecho pp. 286-333 Lesson A Cultural context: Bolivia Vocabulary: En el mercado p. 288 y Una receta pp. 298-299 Dialogues I, II: Estas manzanas son carísima p. 290 y ¡Ay, se me cayó el plato! p. 300 Culture: El Carnaval de Oruro p. 291, Yuca, el tubérculo andino p. 301, y Una receta peruana p. 321 Grammar: Comparative pp. 292-293; Superlative p. 295; Passive Voice p. 301; Past Participle p. 304; Se p. 306 Cultural Reading: Las dos capitales de Bolivia p. 308 Self-evaluation p. 309 Quizzes: academic vocabulary, grammar Oral: cooking demonstration Lesson B Cultural context: Perú Vocabulary: Buenos modales en la fiesta pp. 310-311 y En un restaurante p. 318 Dialogues I, II: ¡Te dije que no pusieras los codos en la mesa! p. 312 y Pide lo que quieras p. 320 Culture: Inti Raymi, la Fiesta del Sol p. 313 Grammar: Past Subjunctive p. 314; Subjunctive after Relative Pronouns p. 322; Nominalization p. 324 Cultural Reading: Recuerdos de Piura p. 326

Self-evaluation p. 327 Quizzes: academic vocabulary, grammar ¡Viento en popa! Strategy: Using your senses p. 328 Reading: Oda a la alcachofa p. 328 Strategy: Using sensorial detail p. 330 Writing – ode to favorite food Oral: restaurant conversation Chapter 7 Test

Chapter 8 La buena salud pp. 334-375 Lesson A Cultural context: Guatemala Vocabulary: Accidentes de todos los días pp. 336-337 y En el hospital pp. 344-345 Dialogues I, II: ¿Cómo te quebraste el brazo? p. 338 y ¿Qué síntomas tiene? p. 346 Culture: Remedios de la medicina maya p. 339 y Baños termales en Guatemala p. 347 Grammar: Doler p. 340; Future and Conditional/Perfect p. 341; Hace Expressions p. 348 Cultural Reading: Miguel Ángel Asturias p. 350 Self-evaluation p. 351 Quizzes: grammar, academic vocabulary Oral: doctor visit Lesson B

Cultural context: Honduras

Vocabulary: En forma pp. 352-353 y Una dieta saludable p. 358 Dialogue I,II: Si hicieras ejercicio, te sentirías mejor p. 354 y ¡Evita la comida chatarra! p. 360 Culture: Los Juegos Deportivos Estudiantiles p. 355 y La cocina hondureña p. 361 Grammar: Imperfect Subjunctive with Si p. 356; Prepositions pp. 362-363

Cultural Reading: El cacao: un gran descubrimiento p. 366 Self-evaluation p. 367 Quizzes: academic vocabulary, grammar ¡Viento en popa! Strategy: Using context clues to clarify meaning p. 368 Reading: Un día de éstos pp. 369-371 Strategy: Describing a process p. 372 Writing: Diet and Exercise Plan Chapter 8 Test

Chapter 9 Última moda pp. 376-423 Lesson A Cultural context: México Vocabulary: En el salón de belleza pp. 378-379 y De compras pp. 388-389 Dialogues I, II: Quiero un nuevo peinado p. 380 y ¿Cómo me queda? p. 390 Culture: Trajes tradicionales aztecas p. 381 y De compras por los tianguis p. 391 Grammar: Present Perfect Subunctive p. 382; Pluperfect Subjunctive p. 384; Cualquiera p. 386; Adjectives p. 392; Diminutives/Aumentives p. 394 Cultural Reading: Los muralistas mexicanos p. 396 Self-evaluation p. 397 Quizzes: academic vocabulary, grammar Oral: clothing conversation Project: style show Lesson B Cultural context: México Vocabulary: En la tintorería pp. 398-399 y Joyas, regalos y artesanías pp. 406-407 Dialogues I, II: Este vestido tiene una mancha p. 400 y ¿Qué tal si compro esto? p. 408

Culture: Entrevista con Macario, diseñador mexicano p. 401 y Revistas para chavos y chavas p. 409 Grammar: Subjunctive with Adverbial Clauses p. 402; Possessive Adjectives p. 405; Infinitives p. 410; Gerunds p. 412 Cultural Reading: Los tarahumara p. 414 Self-evaluation p. 415 Quizzes: academic vocabulary, grammar Oral: bartering in the marketplace ¡Viento en popa! Strategy: Imagining the action p. 416 Reading: El delantal blanco pp. 417-419 Strategy: Turning point in a story p. 420 Writing: short story Chapter 9 Test

Chapter 10 Nuestro futuro pp. 424-469 Lesson A Cultural context: España Vocabulary: Planes para el futuro pp. 426-427 y Como prepararse para una entrevista pp. 432433 Dialogues I,II: ¿Qué carrera piensas seguir? p. 428 y ¿Tiene Ud. Referencias? p. 434 Culture: Las primeras universidades de la Península Ibérica p. 429 y Cómo se hace un currículum en España p. 435 Grammar: Present tense p. 430; Subjunctive vs Indicative p. 436; Subjunctive with Indefinite Subject p. 439 Cultural Reading: Carreras con futuro p. 440 Self-evaluation p. 441 Quizzes: academic vocabulary, grammar

Writing: Curriculum vitae Oral: job interview Lesson B Cultural context: España Vocabulary: ¿Qué nos traerá el futuro? pp. 442-443 y Como proteger nuestro planeta pp. 450451 Dialogues I,II: ¿Qué piensas de las nuevas tecnologías? p. 444 y Cuidemos el medio ambiente p. 452 Culture: Pedro Duque, un español en la Estación p. 445 y Ayudando a combatir una marea negra p. 453 Grammar: Future Perfect p. 446; Imperfect Subjunctive p. 447; Subjunctive Review pp. 454, 456, 458 Personal Reading: El Coto de Doñana p. 460 Self-evaluation . 461 Quizzes: academic vocabulary, grammar ¡Viento en popa! Strategy: Understanding the author´s purpose p. 462 Reading: Vuelva usted mañana pp. 463-365 Self-Evaluation: Intermediate Level. Go to http://sde.state.ok.us/Curriculum/CurriculumDiv/Languages/PASS/Intermediate.pdf 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 are taken on quizzes, tests, homework, projects, speaking performances in class, and other assignments. 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 Expectations 2011-2012 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 a truancy. A student not within his/her assigned area when the tardy bell begins to ring is tardy. 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 7:35 – 7:50 a.m. every school day 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.