• La clase de español 2

    Syllabus, Procedures and Expectations

    Srta.Schutt



    ¡Bienvenidos a la clase de español!! I extend a big welcome to the rigors/continued rigors (for you 8th graders!) of this Tempe Union High School Spanish 1-2 equivalency course!  Throughout your seventh and eighth grade years, you will learn communication skills, vocabulary, grammatical structures, and aspects of culture that meet Arizona’s World and Native Language Standards.  These standards are organized into nine skill strands (Interpersonal Communication, Interpretive Reading, Interpretive Listening, Presentational Writing, Presentational Speaking, Cultures, Cultural Comparisons, Cultural Connections, & Community Usage).  The nine strands are not intended to be taught separately, so they, along with our internationally-minded focus, will be interconnected during instruction.  WITH PRACTICE, they can be functionally applied at “Novice High” to “Intermediate Low” levels in the following Spanish language/cultural situations:

     

    1. Interpersonally communicate & exchange information about names, how to spell them, colors, numbers,

        weather, seasons and dates.

    1. Interpersonally communicate and exchange introductions with others.
    2. Interpersonally communicate and exchange information about wants and needs (to do).
    3. Interpersonally communicate and exchange information about time, classes, people, and things that are liked
    4. Interpret & analyze short readings and listening opportunities 
    5. Write and present messages related to everyday life (e.g. describing family, eating experiences, making plans)
    6. Carry out a simple phone conversation to extend an invitation, to make plans, and to accept or turn down the

        invitation with an explanation.

    1. Carry out a short social interaction in talking about meals and politely ordering and paying for food.
    2. Carry out a short social interaction required to find and purchase gifts and clothing.
    3. Carry out short social interactions about one’s mood & physical well-being, about what one does in general, what

         one is doing right now and will do in the future, and about activities that one did in the past. 

    1. Recognize basic practices, products, & perspectives of cultures where Spanish is spoken
    2. Reinforce prior knowledge & make connections to new knowledge in other content areas (e.g. English, History)

     

    Depending on prior additional language-learning experiences, students may commence their language acquisition course in any phase on the IB continuum and may exit from any phase on the continuum.

     

    Phase-specific language acquisition objectives

    • Objective A: Comprehending spoken and visual text
    • Objective B: Comprehending written and visual text
    • Objective C: Communicating in response to spoken and/or written and/or visual text
    • Objective D: Using language in spoken and/or written form



    An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator. The aims of the teaching and learning of MYP language acquisition are to:

    • gain proficiency in an additional language while supporting maintenance of their mother tongue and

      cultural heritage

    • develop a respect for, and understanding of, diverse linguistic and cultural heritages
    • develop the student’s communication skills necessary for further language learning, and for study,

      work and leisure in a range of authentic contexts and for a variety of audiences and purposes

    • enable the student to develop multiliteracy skills through the use of a range of learning tools, such                   as multimedia, in the various modes of communication
    • enable the student to develop an appreciation of a variety of literary and non-literary texts and to

      develop critical and creative techniques for comprehension and construction of meaning

    • enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy
    • enable the student to understand the nature of language and the process of language learning,       which comprises the integration of linguistic, cultural and social components
    • offer insight into the cultural characteristics of the communities where the language is spoken
    • encourage an awareness and understanding of the perspectives of people from own and other

      cultures, leading to involvement and action in own and other communities

    • foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

     

    Demonstrating proficiency: In order to receive the Tempe Union High School Spanish 1-2 credit for this course, you need to earn at least a 70% on their final exam.  To help keep you on that track, you need to regularly complete homework, including O.L.E.’s (Outside Learning Experiences), and continually practice vocabulary and grammar skills. If you earn less than a 70% on any assessment, you are expected to attend after school Spanish tutoring. Students should prepare for assessments by creating study aids to practice vocabulary and Spanish sentence structures on a daily basis.

     

    Standard Grading: Your grades are weighted and will be based on the following: 

     

    80% = Assessments & Projects (you must earn at least a 70% to be successful in this course)

    10% = Class Participation (Participation Rubric is explained in class)

    10% = Homework (including at least 20 mins/week of “Outside Learning Experiences”-“O.L.E’s”)

     

     

    • Please note: As an IB candidacy school, IB MYP progress reports will also be generated

     

     

    Expectations

    1) Demostrar respeto (Show respect for yourself, others, & materials) 

    2) Participar (Participate in all activities & speak Spanish much more than English.) 

    3) Practicar (Complete all practice activities and assignments in and out of class.)  

    4) Celebrar (Celebrate success of self & others.) 

    5) No chicle (Refer to Sr. Wooley’s video if you are unclear on this one!) 



    Consequences (on a daily basis)

    It is important that ALL students have the best learning environment possible. Failure to follow class expectations may disrupt other students. If your behavior is disruptive, you will receive: 

     

    1st time: Refocus completed in another teacher’s classroom (8 minutes maximum)

    2nd time: Report to the In-School Intervention room (Time Out) for the remainder of the period.

     

    Materials: You minimally need a SPANISH-ONLY notebook, folder, loose leaf paper, sharpened pencils, white board marker, and a red ballpoint pen.  Spanish-2 students are expected to have/use their Spanish-1 materials. You will also be responsible for your Spanish-2 HOLT Spanish textbook and workbook.

     

    Homework: We will complete cooperative learning activities in class almost every day.  It is your homework after every class to take home whatever skill/paperwork was to be completed, turn the material into a study aid, and to memorize and/or practice the skill in order to be prepared for an assessment of the material.  Learning another language takes A LOT of practice and reinforcement. Since we are covering a high school curriculum, you are expected to study daily. One of your assignments will be an O.L.É. (Outside Learning Experience). This assignment will be done weekly and involves using Spanish outside of the classroom (for 20 minutes each week). As part of the OLÉ, you will reflect on how the activity is helping you to achieve your learning goals. Your OLÉ must be signed by your parent/guardian to receive credit. O.L.E.s will be further explained in class.

     

    Free Tutoring: I offer extra help with Spanish after school one day a week.  As soon as I know my duty schedule and the after school activity bus schedule, I will establish a regular day for this. I encourage and welcome you to take advantage of this assistance! 

     

    Absences: If you are absent, it is your responsibility to e-mail me, check my on-line homework calendar, call me and/or ask someone in your class for information about what you missed. If we are taking a test on the day that you return, you will also take the test unless you have already made arrangements with me to take it during tutoring.  If you are absent the day of a test, you will need to make it up during my tutoring session.

     

    Thank you for your support! I’m looking forward to working with you and your child! 

     

    Sincerely, 

    Sra. Schutt

    CSchutt@kyrene.org

    (480) 541-6764