Righetti High School 2015-2016
Señor Ricardo A. Gabaldón Spanish 1
Email: Class Room: 628
Website: righetti.us School Staff Gabaldón, Ricardo Assignment Calendar Phone: 937-2051 x2628
Course Description
Spanish I is a yearlong college preparatory elective that satisfies the “e – language other than English” college entrance subject requirement. It is designed to provide students with an introduction to the Spanish language and Spanish & Latin American cultures. This class stresses basic language skills and acquisition, focusing on listening, reading, writing and speaking Spanish and Spanish cultural materials.
Course Materials
The course text is Realidades Uno which students will be able to check out and have at home for homework and reference. Online resources are available from the publisher at: http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jck&wcsuffix=0001
Most textbook pages have a code which you can enter on the website to take you directly to these resources.
Bring Everyday
· Planner (agenda)
· 3-ring binder and paper (carpeta y papel)
· Assignments and notes (tareas y apuntes)
· Pens and pencils (plumas y lápices)
· Red pen (pluma roja)
· Dry erase marker/crayon (marcador)
Organization of Binder
(1) Syllabus & Graphs; (2) Vocabulary & Structures; (3) Culture Notes; (4) Classwork, Homework & Quizzes
Classroom Expectations
· Be responsible and respectful to others
· Be on time, in your seat and ready to work each day
· Organize your materials
· Use a daily planner and plan time for homework
· Listen and follow directions
· Interact and participate in class; ask questions in class
· Show when you are understanding and when you are not getting it
· Speak in Spanish at all times, except when indicated by the teacher
· Stay on task and put forth effort
· Practice/review 10 minutes each day
Homework and Assignments
Assigned homework is due at the beginning of the period the following time our class joins. Late homework will not be accepted after each grading period ends. Writing your name, the date, period, and assignment at the top of the paper is mandatory and failure to do this will likely result in receiving no credit for the assignment.
Make-up Work
Make-up work (homework, worksheets, notes, etc.) is the student’s responsibility. You may have one day for each excused absence to turn in assignments. After that, it will be considered late. Any work that was due the day of your absence is due upon your return.
Attendance
Attendance is extremely importance in language classes. If you cannot attend Spanish class for any reason, here’s what you need to do: (1) Check the website for any assignments; (2) Study the 100 Most Common Words in Spanish; (3) Study notes on Vocabulary/Structures and Culture; (4) Read in Spanish – you do not need to read an entire book, but this is just to ensure that you are practicing Spanish in context, like what you would be doing if you were in class.
Testing
Quizzes and tests will be unannounced as they are intended to reflect the language students have acquired, or absorbed, rather than memorized. All tests are cumulative, including vocabulary from the entire year. These tests show the teacher how much the student knows and how well he/she can use the language. These are not tests designed to catch exceptions to the rules, but to show how much the student has mastered.
“Communities/Culture” Project
Students will be required to attend a Spanish/Latin cultural performance, event, tour or exhibit each semester to show evidence that supports 2.1, 3.2, 4.2, 5.1 & 5.2 of the National Standards for Foreign Language Education.
· Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
· Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
· Standard 4.2: Students demonstrate an understanding of the concept of culture through comparisons of the culture studied and their own.
· Standard 5.1: Students use the language both within and beyond the school setting.
· Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Students will then write a brief narrative/commentary on a teacher approved cultural performance, event, tour or exhibit attended or participated in this semester including [1] when and where it took place; [2] what country(s), region(s), or culture(s) is represented; [3] a description of the performers and their costumes; [4] infer how these cultural practices are important and indicative of this culture; [5] draw a comparison with another culture studied and or your own; [6] make a connections to what we have learned; [7] and tell whether they would recommend the production/venue to your peers and give reasons. This will be due two weeks before the end of each semester and is to be typed in MLA format. Note: please avoid colloquialisms and slang.
Academic Integrity
It is expected that all students will submit their work, not the work of another. Collaboration and cooperation is expected and encouraged, but copying, in any form or degree is not. Students should not use translation sites for entire writings, but rather for the random word or phrase that escapes them. Products that are the result of copying or using of translation sites will result in the assigning of a zero for the assignment/assessment and a U in citizenship on the report card.
Scholastic Eligibility
To be eligible for participation in extracurricular activities and athletics, a student must maintain a 2.0 grade point average and maintain satisfactory citizenship.
Advancement to Spanish 2
You are required to pass Spanish 1 and have a minimum of a C or better in both semesters as a prerequisite for Spanish 2.
Grading Policy
Each grading period, students will earn a Work Habits, Citizenship, and Academic grade. Proficiency-Based Grading will be used to determine the Academic grade. There will be no extra credit.
PROFICIENCY-BASED GRADING SCALES / GRADING CATEGORIES / GRADING PERIODSA – Exceeds Expectations 100%
B – Meets Expectations 85%
C – Approaching Expectations 70%
D – Below Expectations 60%
F – Far Below Expectations 50% / (A) Interpersonal Communication 10%
(B) Culture 5%
(C) Content/Vocab. & Structures 15%
(D) Listening 15%
(E) Reading 15%
(F) Writing 20%
(G) Speaking 20% / Semester 1
1st Progress Period – Aug 12 – Sep 19
2nd Progress Period – Sep 22 – Oct 31
3rd Progress Period – Nov 3 – Dec 19
Semester 2
4th Progress Period – Jan 14 – Feb 27
5th Progress Period – Mar 2 – Apr 24
6th Progress Period – Apr 27 – Jun 11
Spanish 1 Learning Goals & Grading Standards
WH. WORK HABITS –homework and classwork complete, neat & on time; preparedness: seated when bell rings, materials ready, organized; good attendance; group work: good cooperation; active learning: asks appropriate questions, reflects on past performance, and perseveres through difficult work; good attitude & work ethic
CI. CITIZENSHIP – good behavior; listens and follows directions; on task; demonstrates responsibility; respectful of others and school property; demonstrates academic integrity.
A. INTERPERSONAL COMMUNICATION – Students will be able to understand some ideas and familiar details presented in clear uncomplicated speech and produce short sentences, learned words and phrases (formulaic language). SFLL 1.1, 1.2; WLCS: Communication 1.0, 1.1, 1.2, 1.3
A / In addition to consistently showing signs of negotiating meaning and volunteering spontaneous output in Spanish, student is able to have a level-appropriate conversation.B / In addition to consistently showing signs of negotiating meaning, student volunteers spontaneous output in Spanish.
C / Student consistently shows signs of negotiating meaning when others are speaking. Signs include participating in choral responses, offering answers during stories, indicating the need for clarification or adjustment, receptive body language and good eye contact.
D / The student shows inconsistent signs of negotiating meaning when others are speaking. Signs include minimal participation in choral responses, offering answers during stories, indicating the need for clarification or adjustment, receptive body language and eye contact.
F / The student is not attentive to the language during class. Signs include: little participation, being frequently distracted, sleeping and poor eye contact.
B. CULTURE – Students will be able to understand most culturally important information, demonstrate culturally acceptable behavior, be able to compare/ contrast target culture with another &/or their own culture, and identify cultural borrowings. SFLL 2.1, 2.2, 3.2, 4.2, 5.1, 5.2; WLCS: Cultures 1.0-1.3
A / Student consistently demonstrates culturally acceptable behavior and demonstrates knowledge & understanding of the cultures studied on quizzes.B / Student usually demonstrates culturally acceptable behavior and demonstrates knowledge & understanding of the cultures studied on quizzes.
C / Student sometimes demonstrates culturally acceptable behavior and demonstrates knowledge & understanding of the cultures studied on quizzes.
D / Student seldom demonstrates culturally acceptable behavior and demonstrates knowledge & understanding of the cultures studied on quizzes.
F / Little or no ability has been demonstrated.
C. CONTENT/VOCABULARY & STRUCTURES – Students will be able to address various topics of daily life and demonstrate acquired information. WLCS: Content 1.0, 1.1
A / Student consistently scores 90-100% on Vocabulary and Structures quizzes and tests.B / Student consistently scores 80-89% on Vocabulary and Structures quizzes and tests.
C / Student consistently scores 70-79% on Vocabulary and Structures quizzes and tests.
D / Student consistently scores 60-69% on Vocabulary and Structures quizzes and tests.
F / Little or no ability has been demonstrated.
D. LISTENING (Interpretive Communication) – Students will be able to understand most important ideas and some familiar details when presented in clear, uncomplicated speech. SFLL 1.2, 3.2; WLCS: Communication 1.0, 1.1, 1.2, 1.4, 1.5
A / Student is consistently able to answer comprehension questions about recorded passages they hear and demonstrates at-level proficiency in transcribing Spanish dictation.B / Student is usually able to answer comprehension questions about recorded passages they hear and demonstrates at-level proficiency in transcribing Spanish dictation.
C / Student is sometimes able to answer comprehension questions about recorded passages they hear and demonstrates at-level proficiency in transcribing Spanish dictation.
D / Student is seldom able to answer comprehension questions about recorded passages they hear and demonstrates at-level proficiency in transcribing Spanish dictation.
F / Little or no ability has been demonstrated.
E. READING (Interpretive Communication) – Students will be able to understand and interpret short texts enhanced by visual clues. SFLL 1.2, 3.2; WLCS: Communication 1.2, 1.5
A / Student is consistently able to answer English and Spanish comprehension questions about passages they have read.B / Student is usually able to answer English and Spanish comprehension questions about passages they have read.
C / Student is sometimes able to answer English and Spanish comprehension questions about passages they have read.
D / Student is seldom able to answer English and Spanish comprehension questions about passages they have read.
F / Little or no ability has been demonstrated.
F. WRITING (Interpersonal & Presentational Communication) –Students will be able to use short sentences, learned words and phrases and simple questions and commands and communicate effectively with some pattern of error, which does not hinder comprehension. SFLL 1.1, 1.3; WLCS: Communication 1.0-1.6
A / Student demonstrates proficiency that Exceeds Target on writing assessments.B / Student demonstrates proficiency that Meets Target on writing assessments.
C / Student demonstrates proficiency that Approaches Target on writing assessments.
D / Student demonstrates proficiency that is Below Target on writing assessments.
F / Student demonstrates proficiency that is Far Below Target on writing assessments.
G. SPEAKING (Presentational Communication) – Students will be able to use short sentences, learned words and phrases and simple questions and commands and communicate effectively with some hesitation and errors, which do not hinder comprehension. SFLL 1.3, 5.1; WLCS: Communication 1.0, 1.1, 1.3, 1.6
Semester 1 / Semester 2A / Novice-High ACTFL Level of Proficiency on Presentational Speaking assessments. / Intermediate-Low ACTFL Level of Proficiency on Presentational Speaking assessments.
B / Novice-Mid ACTFL Level of Proficiency on Presentational Speaking assessments. / Novice-High ACTFL Level of Proficiency on Presentational Speaking assessments.
C / Novice-Low ACTFL Level of Proficiency on Presentational Speaking assessments. / Novice-Mid ACTFL Level of Proficiency on Presentational Speaking assessments.
D / Beginning Novice-Low ACTFL Level of Proficiency on Presentational Speaking assessments. / Novice-Low ACTFL Level of Proficiency on Presentational Speaking assessments.
F / Little or no ability has been demonstrated / Beginning Novice-Low ACTFL Level of Proficiency on Presentational Speaking assessments.
*SFLL – The [National] Standards for Foreign Language Learning (a.k.a. the 5 C’s); the American Council on the Teaching of Foreign Languages
*WLCS – World Language Content Standards for California Public Schools; California Department of Education
A / Exceeds
Target / STUDENT CONSISTENTLY WRITES ABOVE INSTRUCTIONAL LEVEL
o WRITING directly relates to question/topic AND expands upon topic with many details; flows naturally using appropriate transitions; sentences are longer and more complex including uses of and/or/but (y/o/pero) and may include uses of because/since/therefore (porque/por eso); ideas are fully developed and well-organized.
o VOCABULARY use exhibits an extensive range of both current and previous vocabulary with minimal errors and no English.
o STRUCTURES are at upper tier of instruction; no significant patterns of errors; spelling and accents are accurate; consistent and accurate use of verb forms, word order, and plurals are appropriate to instruction; relatively accurate use of tense and two-part verb phrases (likes to…, wants to… is going to…, has to…, can…; emerging use of advanced structures appropriate to level.
B / Meets
Target / STUDENT CONSISTENTLY WRITES AT INSTRUCTIONAL LEVEL
o WRITING relates to question/topic and develops task fully with some detail; flows naturally; sentences are longer and may include uses of and/or/but (y/o/pero); ideas are organized and developed.
o VOCABULARY use has adequate variety of and appropriate to task; is correct with few errors and exhibits much use of current vocabulary; some previous vocabulary may be evident; and has no English.