SENORA KAREN RYU-MARTIN

SCHOOL: Southside High School

TEACHER: Mrs. K. Martin

2007-2008 COURSE SYLLABUS

For

Spanish 1 Grades: 10, 11, 12

Parents:

Specific standards, as required by the State Department of Education, are included in the delivery of instruction for this course. As the teacher for this course, I will deliver the content for a certain number of standards during each of the grading periods. You will receive a copy of my course outline (syllabus) at the beginning of each grading period (August 13, 2007; January 7, 2008). This document should serve as a source of communication to help keep you informed about the contents and requirements for this course.

I look forward to working with your child and you during the 2007-2008 academic year. I am asking that you help me provide your child with the knowledge and skills necessary to continue working towards greater achievements and achievement levels. You can help by ensuring that your child maintains good attendance, brings the necessary tools (books, paper, pencil, homework, etc.), and comes with the appropriate attitude and pro-social behaviors. I am looking forward to a very good year.

Overview of Course

The Spanish I course for high school credit will focus on the development of students’ communicative competence in the foreign language and their understanding of the culture(s) of the people who speak the language. Included in the building of communicative competence will be appropriate elements of three strands: speaking and writing as an interactive process; reading and listening as a receptive process; and speaking and writing in a presentational context focusing on organization of thoughts. Before the course starts each morning, everyone is asked to participate in reading outloud for ten minutes.

Reading Standards and Instructional Objectives

Tenth Grade

Students will:

1. Apply both literal and inferential comprehension strategies, including drawing conclusions/making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, or essays and/or other nonfiction.

Objective 10.1.1: Identify sequence of events.

Objective 10.1.2: Identify characters and their motives, intentions, and attitudes.

Objective 10.1.3: Determine meanings of words or phrases using context clues.

Objective 10.1.4: Summarize key ideas of a short passage.

Example: newspaper and magazine articles

 

 

 

 

Additional content to be taught:

Identifying major historical developments in language and literature in America from the beginnings to 1900

Examples: simplicity of early American literature, religious nature and themes in much early American literature, relationships to historical events and to British literature

Using context clues

Identifying sequences

Summarizing passages

Drawing other kinds of conclusions

2. Identify and interpret literary elements and devices, including analogy, personification, and implied purpose.

Objective 10.2.1: Define analogy.

Objective 10.2.2: Identify an analogy in a short story or poem.

Objective 10.2.3: Define personification.

Objective 10.2.4: Define implied purpose.

Additional content to be taught:

Figurative language and imagery, including symbolism and metaphors

Tone

3. Read with literal and inferential comprehension a variety of textual/informational and functional materials, making inferences about effects when passage provides cause; inferring cause when passage provides the effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.

Objective 10.3.1: Distinguish between fact and opinion in materials such as editorials and advertisements.

Objective 10.3.2: Follow directions to determine an outcome.

Example: following directions to assemble an item

Objective 10.3.3: Identify cause and effect.

Examples: job-related situations such as poor attendance, failure to follow company rules and regulations; health related issues such as smoking leading to cancer

Objective 10.3.4: Interpret functional materials.

Examples: maps, newspapers, schedules, career information

Objective 10.3.5: Use tables, charts and other text features.

Examples: menu, sales tax chart, nutritional chart

Objective 10.3.6: Determine main idea and supporting details in informational and functional materials.

Example: Occupational Outlook Handbook (requirements, including necessary skills or education, for specific occupations)

Objective 10.3.7: Summarize key ideas from informational and functional materials.

Examples: Occupational Safety and Health Administration (OSHA) regulations, Americans with Disabilities Act (ADA) requirements, Equal Employment Opportunity Commission (EEOC) regulations, child labor laws, minimum wage law

Additional content to be taught:

Following complex or embedded directions

Distinguishing author’s opinion from factual statements

Determining main idea and supporting details

Course Title Spanish I
Department Fine Arts: Foreign Language
Course Goal To develop oral and written proficiency in Spanish
Textbook Exprésate 1: Holt, Rinehart and Winston, 2006
Required supplies Exprésate 1: Workbooks

Spanish 1 grading scale:

Grading Proportions:

Description

Approx. %
Tests, quizzes, oral activities

60
Midterm & Final semester exams

20
Class work; special projects; notebooks

10
Homework

10

*You will get the grade that you earn; I do not "give" grades. There is no extra-credit work. Turn in all assignments, make up missed work (excused), and always try to do your best. Letter grades are 90-100 (A), 80-89 (B), 70-79 (C), 60-69 (D), and below 60 (F). You must have a 60 average for the term to pass. Test days are placed on the board in advance so you are not unprepared. Pop quizzes are not announced in advance. If at anytime you wish to see your current grade, arrange a conference with the instructor after school.

Course Outcomes: Spanish students will:

practice basic language skills.

demonstrate basic knowledge of oral and written structures.

understand and respond appropriately in oral or written form to questions.

demonstrate some spontaneity and creative language use in response to oral or written questions or other stimuli.

recognize the importance of multi-lingual skills in today’s global society.

demonstrate an appreciation for the culture and traditions of the speakers of the target language.

become acquainted with the culture and history of the Spanish speaking countries.

Attendance Policy:

Class attendance is very important under block scheduling since we cover a lot of material each day. Please check with a classmate to get any notes that you missed. Make-up work is provided for excused or unexcused absences, but it is your responsibility to ask for make-up work. Assignments must be made up within five class days (system policy). If you get suspended, you may also make up the work as long as you ask for it. So, please stay out of trouble!

Expectations:

I expect you to put forth your best effort. Come prepared to work. Bring all needed supplies. Take notes and review them for quizzes and tests.

I expect you to be in your seat when the bell rings. You are unexcused tardy after the bell unless you have a teacher’s pass/signature.

Take care of restroom drinking fountain, snacking, pencil sharpening and trash before classes. No food or drink (except water) is allowed in class without approval.

You are important. Therefore, I will not allow you to do anything that interferes with your progress in the classroom or that interferes with the learning of a classmate or with my teaching. I expect you to follow all the rules as described in the school handbook regarding behavior and dress code. In class I expect you to practice courtesy. Raise your hand to contribute and remain quiet when others speak. Inappropriate behavior will result in the following consequences (per semester):

A. Verbal warning-remain after class to discuss the problem with the teacher.

B. Call parents.

C. A disciplinary referral will be written up. (Office 5)

Materials Students Will Need:

Assigned text/workbook, a 3-ring binder, paper, Spanish/English dictionary, ink-pen, one red pen for grading, pencil, and eraser.

Content Scope and Sequence:

1st NINE-WEEKS

The students will be participating in written and oral activities to develop proficiency in learning the following topics:

Vocabulary will include: alphabet, greetings and goodbyes, class objects, the calendar, numbers, describing people(appearance/personality traits), sports and leisure activities, school events, school supplies and items needed for school, places where people live, family members, and activities at home, weather expressions

Grammar will include: the verb SER, AR verbs, the irregular verbs ER & IR, JUGAR, and ESTAR, GUSTAR (likes and dislikes), TOCAR, PARECER, stem –changing verbs introduction, gender agreement, definite and indefinite articles, adjectives, telling time, and using tú and usted, punctuation marks and written accents, prepositions, negations.

Culture will include: comparisons and community, various aspects of school life, favorite pastimes and after school activities.

2nd NINE-WEEKS

The students will be participating in written and oral activities to develop proficiency in learning the following topics:

Vocabulary will include: breakfast/dinner foods, telling how you feel, more parts of the body, healthful advice, stores and the things you buy there, expressions of time, party foods/activities, getting ready for a party, vacation activities, transportation, reacting to news

Grammar will include: SER and ESTAR, PEDIR, SERVIR, PREFEREIR, PODER, PROBAR, direct/indirect objects, affirmative informal commands and with pronouns, reflexive pronouns, infinitives, review stem-changing verbs, SERTIRSE, TENER, negative informal commands, object pronouns/reflexive pronouns with commands COSTAR and numbers to 1 million, demonstrative adjectives/comparisons, QUEDAR, preterite of –AR(with reflexive pronouns)/

-IR verbs, -ER/IR verbs, review preterite, using pensar que and pensar with infinitives, direct object pronouns, CONOCER and the personal "a," present progressive, preterite of spelling change verbs -car, -gar, -zar, preterite of HACER, informal commands: spelling-change and irregular verbs, review of direct objects pronouns, review of verbs followed by infinitives

Culture will include: comparisons and community, a look at various living conditions in Spanish-speaking countries, family life, and sports activities and their importance in Spanish-speaking countries.

Each nine weeks will include practice in speaking, listening, reading and writing.

Recommendations for Success: Regular review of vocabulary and daily review of material presented in class is necessary. Before or after school help is available if needed (as long as you have a ride back home).

 

Student’s signature: __________________________

Parent/guardian’s signature: _____________________

Date: ____________________