GARRETACADEMY OF TECHNOLOGY school

SPANISH LANGUAGE CLASS
Sra. AMIRA PEREZ-Potter

LONG RANGE PLAN

2012-2013

GARRETACADEMY OF TECHNOLOGY

SPANISH LANGUAGE

LONG RANGE PLANING

INTRODUCTION

Students in High School Spanish Classes can experience small successes each day by completing activities that motivate them to understand, personalize, and communicate.

The students are quite social, and thrive on interaction with their peers. Our communicative activities provide them with a means for social interaction and allow them to share the excitement of learning a foreign language. The students can see that learning a foreign language, in this case Spanish, really has a purpose and meaning and I feel very happy that all of them now are willing to communicate in the target language or at least they are doing their best.

Culture is always infuse through the classes, my students have realized that knowing about a specific language culture is as important to language study as the vocabulary and grammar. Developing cultural knowledge and awareness they are also understanding a tremendous sense of respect towards their culture, and other world perspectives.

I.A.1LEARNING AND DEVELOPMENTAL GOALS

Spanish II

Spanish II will build upon the skills acquire in Spanish I. Like Spanish I, Spanish II will receive a balanced combination of new vocabulary, new grammar concepts, appropriate pronunciation, as well as a better understanding of Spanish culture. Spanish will be the target language used in class. Classroom instructions will consist of whole class instructions, cooperative learning settings and computer based technology. Students will be given the opportunity to enjoy realistic situations in which their Spanish will be used and applied to real life situations.

Spanish III

Spanish III will build upon the skills acquire in Spanish II. Like Spanish II, Spanish III will receive a balanced combination of new vocabulary, new grammar concepts, appropriate pronunciation, as well as a better understanding of Spanish culture. Spanish will be the target language used in class. Classroom instructions will consist of whole class instructions, cooperative learning settings and computer based technology. Students will be given the opportunity to enjoy realistic situations in which their Spanish will be used and applied to real life situations.

Communication
Communicate in Languages Other Than English

In order to communicate successfully in another language, students must develop facility with the language, familiarity with the cultures that use these languages and awareness of how language and culture interact in societies. Students must apply this knowledge as they express ideas and interpret events in a second language or reflect upon observations from other cultures. Therefore, achieving the standards in the Communication Goal is central to the attainment of the other four goals.

Acquiring communicative competence involves more than learning the elements of the language. The study of the language itself does not automatically result in the development of the ability to process language in real situations or in the ability to respond meaningfully in appropriate ways. Even those who master vocabulary and grammar may be unable to understand language when they encounter it outside the classroom. Learners must acquire the strategies to aid them in bridging communication gaps resulting from differences of language and culture. The achievement standards included in the Communication Goal are intended to furnish guidelines for the development of classroom activities to provide students with ample exposure and practice from the very earliest stages of language learning.

SPANISH II AND III 4X4 SCHEDULING

COURSE SYLLABUS

SPANISH 2: course number 365200CW 1 unit credit

Teacher: Amira Pérez-Potter Room 2088 Text: ¡Exprésate! 2, Holt, 2008

Course description: This is the Mid Novice Level of language study. Mid Novice Level students will be able to understand simple questions in somewhat limited thematic contexts, orally express themselves using structured vocabulary and grammar, read simple sentences, and write one or two short paragraphs within familiar limited thematic topics. Vocabulary and necessary grammatical functions will revolve around the general topics of: 1 Family, friends and Self: descriptions and comparisons, interests and activities; 2 The past: school, childhood, experiences, age, chronology; 3 Choices for teens: opportunities, social activities, personal habits, routines, social issues: opinions recommendations; and 4 The future: jobs, careers, family, character, finance, education, travel, interests and activities in foreign countries. Spanish 1 is prerequisite to Spanish 2.

Instructional philosophy: Students will be expected to participate orally in response to questions, to present written and oral information to other students and the whole class in Spanish. First, the responses will be memorized or rote answers, then progress to student created responses. The classroom setting will be divided among teacher presentation of information, oral and written student practice and presentation, and oral and written assessments and/or portfolios and projects.

Course Goals and Standards: All activities and assessments will revolve around the 5 areas of National and State Standards for secondary language learners: 1 Communication: oral and written: interpretative, interpersonal, and presentational, 2 Culture: practices, products, and perspectives, 3 Connections to other disciplines and perspectives from other cultures, 4 Comparisons with English and other languages in both language and culture, and 5 Communities: using Spanish within and outside the school setting. Students will be expected to master the low and mid novice level skills (as mentioned above) within these 5 areas. Reading and writing skills as well as use of numeric skills are embedded in the foreign language curriculum.

Supplemental and Required Reading: Reading selections are included in each thematic unit, and expanded supplemental reading selections, which complement the thematic units, are included at the end of the textbook or in supplemental readers. At his or her discretion, the teacher may require some of these selections; use them as supplemental material for more advanced students, or for optional extra assignments.

Expectations and Requirements for each thematic chapter: 1 Corresponding pages in the workbook may be assigned as homework or class work. 2 Two or three written assignments from the textbook will be assigned and posted. Other class assignments may be crossword puzzles, reading selections or pair or group activities. 3 Each chapter/unit will have focus questions posted. Answers may be found in the text, class notes or class discussions. These are due at the end of each chapter and will be graded by a rubric.

4 Tests will consist of several parts, with varied types of questions and may be done online or on paper during class. Dates for tests will be posted. 5 All units may have projects such as maps, charts, culture items or other presentations. These are performance based assessments and evaluated by rubrics. Due dates will be announced and posted. 6 Student conversational activities, and interviews with the teacher and other students will be assessed by rubrics.

Expectations and Requirements for each class: 1 Students must have a pencil or pen and a notebook/binder specifically for foreign language. 2 Quizzes will be given both announced and unannounced as comprehension checks. Quizzes missed because of excused absences must be made up in a reasonable amount of time; if they are not made up, they will receive a zero. Taped quizzes cannot be made up during class time. 3 Focus questions will be posted daily; students will copy them, find the answer from classroom instruction, in the text, notes, or workbook and record the answer. These are due at the end of each chapter.

4 Other assignments such as puzzles, reading selections, etc. must be turned in as they are done in class. 5 Students may earn extra points by bringing in current newspaper articles (including a few sentences about the article) about Spanish-speaking persons or countries. These must be mounted neatly on a sheet of paper, with the date of the newspaper or source, your name, and class at the top of the page. Other extra points may be earned at the teacher's discretion for doing more than required on assignments, giving more information than asked for, or other assignments.

Classroom materials:

1 NONE of the classroom set of textbooks are to be removed from the classroom! Students may access the text online or sign out and return a CD-ROM to load on his/her home computer. A hard copy of the text will be assigned by the bookroom. 2 A notebook/binder specific to Spanish class should be brought to class daily. Information presented by the teacher and/or listed on the board should be kept in this notebook. 3 Sharpened pencil and/or blue or black pen.

Grading: Grades may be figured by comparing the total number of points you earn to the total points possible. (Approximate percentages from a point system)

1 Class-work and participation: 27- 30%

2 Tests, projects and oral assessments: 35- 40%

3 Quizzes: 17%- 20%

4 Homework: 10%- 15%

Tutoring: One afternoon per week, which will be posted in the classroom, and other afternoons by appointment, will be available for individual help.

Classroom rules:

1 Students are expected to be on time in class.

2 Bring all necessary materials to class.

3 Students are to obey the teacher and refrain form classroom disruption.

4 No food or drink, grooming or sleeping in class.

5 Only speak when others are not.

6 The teacher will dismiss the class not the bell.

Consequences:

1 First offense: warning

2 Second detention and/or phone call to parents

3 third offense: referral

4. Sleeping: A ZERO on every single work not done while sleeping.

COURSE SYLLABUS

SPANISH 3: course number 365300H 1 unit credit Teacher: Amira Pérez-Potter Room 2088 Text: ¡Exprésate! 3, Holt, 2008 A/B classes, 2 semesters

Course description: This is the High Novice Level of language study. High Novice Level students will be able to understand and respond to questions within thematic contexts, orally express themselves using familiar thematic vocabulary and grammar, read paragraphs, and write three or more original paragraphs within familiar thematic topics. Vocabulary and necessary grammatical functions will revolve around the general topics of: 1 The family and change: events, descriptions, environment, relationships; 2 History and the arts: description, comparison, analysis, evaluation; 3 Careers in different countries: requirements, paths 4 World environment, conservation, protection of animals, responsibility, goals, awareness. Spanish 2 is prerequisite to Spanish 3.

Instructional philosophy: Students will be expected to participate orally in response to questions, to present written and oral information to others individually and to groups. Students will be able to create original responses about thematic topics. The classroom setting will be divided among teacher presentation of information, oral and written student practice and presentation, oral and written assessments and/or portfolios and projects.

Course Goals and Standards: All activities and assessments will revolve around the 5 areas of National and State Standards for secondary language learners: 1 Communication: oral and written: interpretative, interpersonal, and presentational, 2 Culture: practices, products, and perspectives, 3 Connections to other disciplines and perspectives from other cultures, 4 Comparisons with English and other languages in both language and culture, and 5 Communities: using Spanish within and outside the school setting. Students will be expected to master the mid and high novice level skills (as mentioned above) within these 5 areas. Reading and writing skills as well as use of numeric skills are embedded in the foreign language curriculum.

Supplemental and Required Reading: Reading selections are included in each thematic unit, and expanded supplemental reading selections, which complement the thematic units, are included at the end of the textbook or supplemental readers. At his or her discretion, the teacher may require some of these selections, use them as supplemental material for more advanced students, or for optional extra assignments.

Expectations and Requirements: For each thematic chapter: 1 Corresponding pages in the workbook may be assigned as homework or class work. 2 Two or three written assignments from the textbook will be assigned and posted. Other class assignments may be crossword puzzles, reading selections or pair or group activities. 3 Each chapter/unit will have focus questions posted. Answers may be found in the text, class notes or class discussions. These are due at the end of each chapter and will be graded by a rubric. 4 Tests will consist of several parts, with varied types of questions and may be done online or on paper during class. Dates for tests will be posted. Students may be afforded the opportunity to better their scores by retaking tests (online or on paper). 5 All units may have projects such as maps, charts, culture items or other presentations. These are performance based assessments and evaluated by rubrics. Due dates will be announced and posted. 6 Student conversational activities, and interviews with the teacher and other students will be assessed by rubrics.

For each class: 1 Students must have a pencil or pen and a notebook specifically for foreign language. 2 Quizzes may be given almost every class period as comprehension checks. Quizzes missed because of excused absences must be made up in a reasonable amount of time as determined by the teacher ; if they are not made up, they will receive a zero. Taped quizzes cannot be made up during class time. 3 Focus questions will be posted daily; students will copy them, find the answer from classroom instruction, in the text, notes, or workbook and record the answer. These are due at the end of each chapter. 4 Other assignments such as puzzles, reading selections, etc. must be turned in as they are done in class. 5 Students may earn extra points by bringing in current newspaper articles (including a few sentences about the article) about Spanish-speaking persons or countries. These must be mounted neatly on a sheet of paper, with the date of the newspaper or source, your name, and class at the top of the page. Other extra points may be earned at the teacher's discretion for doing more than required on assignments, giving more information than asked for, or other assignments.

Classroom materials: 1 NONE of the classroom set of textbooks are to be removed from the classroom! Students may access the text online or sign out and return a CD-ROM to load on his/her home computer. A hard copy of the text will be assigned by the bookroom. 2 A notebook specific to Spanish class should be brought to class daily. Information presented by the teacher and/or listed on the board should be kept in this notebook. 3 Sharpened pencil and/or blue or black pen.

Grading: Grades may be figured by comparing the total number of points you earn to the total points possible. (Approximate percentages from a point system) 1 Class-work, homework and participation: 30%- 33% 2 Tests, projects and oral assessments: 40% 3 Quizzes: 27%- 30%

Tutoring: One afternoon per week, which will be posted in the classroom, and lunch or other afternoons by appointment, will be available for individual help.

Classroom rules: 1 Be in your seat, with your necessary materials at the beginning of class. 2 Respect your classmates, teachers, administrators and their property. 3 Do not speak out or leave your seat without raising your hand and receiving acknowledgement from your teacher. 4 No food or drink, grooming or sleeping in class. 5 Profanity, personal insults, or disrespect are unacceptable behavior. 6 All other GarrettAcademy rules apply. Consequences: 1 First offense: warning 2 Second and third offenses: detention and/or phone call to parents 3 Fourth offense: referral 4 Gross offenses: disrespect, disruption of class: removal from class and referral.

CHARLESTON COUNTY DISTRICT

READING AND MATH GOALS

TEACHER’S NAME: Ms. Amira Pérez-Potter

SCHOOL: GarretAcademy of Technology

YEAR:2004-2005

GOALS / STRATEGIES/ACTIVITIES / SUCCESS CRITERIA/EVIDENCE/
COMPLETION DATES / MONITORING PROCEDURES
READING:
-To provide opportunities for students to read paragraphs in the target language. / 1.Students will answer pre-reading questions posed by the teacher.
2.Students will complete activities worksheets from the reading.
3. Students will identify the vocabulary about family members. / 1.Students will orally answer teacher’s pre-reading questions to check comprehension.
2.Students will complete worksheet.
3.Students will be able to describe family relationships using the right vocabulary. / 1.Assist students with comprehension if difficulty is evident.
2.Monitor students during worksheet activity.
3.Assist students with further explanation.
MATH:
-To provide opportunities for students to write correct number sentences in Spanish and understand number patters converting Colombian pesos to American dollars. / 1.Students will complete worksheet on writing about number sentences logically.
2.Students will identify and convert Colombian Pesos to American dollars using real money in role-play situations posed by the teacher. / 1.Students will orally answer teacher’s questions about number sentences.
2.Students will convert money using the right exchange rate.
3.Students will trade money correctly and understand differences in bills and numbers. / 1.Assist students providing more practice if difficulty is evident.
2. Monitor students during the activity.
3.Assist students with further explanation.

*The goals listed above have been identified and agreed upon by the building administrator and teacher.

______

Mrs. Potter

Teacher SignatureDateBuilding Administrator

I.A.2 KEY MATERIALS, RESOURCES AND TECHNOLOGIES

At Garret, material/resources are ordered through the Department Head. We are also able to purchase simple material ourselves with funds given to each teacher from the school board. The media center will order videos that are not in our center.

Course Text: Exprésate II and III

Materials/Resources required of the student: Textbook, notebook or binder and a Spanish/English dictionary is recommended.