2014-2015 Spanish III Course Syllabus

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¡Bienvenidos a la Clase de Español III! Syllabus for Spanish III (0708360)

Maestra: Linda Gillespie-Marina, MA

Teléfono: (904) – 547-7300, Buzón: 31952

Correo electrónico: linda.gillespie@stjohns.k12.fl.us

Primary Texts and materials:

Avancemos III, textbook, workbook & lecturas book.

Abriendo Paso: Gramática

Abriendo Paso: Lectura

Other Listening, Reading and Writing Resources, as needed

Supplies: Students are asked to bring in the following supplies for this class during the first

week of school:

three-ring binder with 4 dividers (labeled: handouts, quizzes/tests, projects,

classwork/homework;

Loose leaf paper (college rule)

2 composition books – no spiral notebook. One labeled “Vocabulario”, one labeled

“Apuntes/Trabajo de Salón”.

# 2 pencils

pens (black, blue, red and green)

Flash/thumb drive

The following supplies, based on the first letter of your LAST name:

a. A - C: 1 box Crayola markers for posters, projects, etc.

b. D - F: 1 ream of colored paper for printer - NOT CONSTRUCTION PAPER.

c. G-H = 2 (or more if you have!) OLD magazines with pictures (appropriate for

class) AND newspapers for craft projects.

d. I-L = 2 bottles white liquid glue

e. M-P = 1 pack Kleenex

f. Q-T – 1 pack extra strength magnets – FOUND IN CRAFT section of Wal-Mart or

at Michael’s – they are small, round, silver-coated and come 4 to a pack.

g. U-Z – Pack of Expo (or any brand) dry erase makers – smaller/finer point for our

own personal whiteboards – (not the thick ones).

Students should also purchase a good English-Spanish dictionary to use.

2014-2015 Spanish III Course Syllabus

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Course Description and Major Concepts

The purposes of the course are to develop students’ ability to understand and

communicate confidently and clearly in speech and written language. Students will be

encouraged to read widely, to use relevant vocabulary, employ correct grammar, spelling and

punctuation. The students will develop the ability to analyze, synthesize, make inferences, and

organize arguments and ideas logically. In addition, students will enhance proficiency in Spanish

through a linguistic, communicative and cultural approach to language learning. There is

continued emphasis on the development of listening, speaking, reading and writing skills.

Experiences with Spanish literature are broadened. Cross-cultural understanding is fostered, and

real-life applications are emphasized throughout the course. Formative Assessments (i.e. quizzes)

will be given on material presented and practiced. Summative Assessments (i.e. tests) will be

given at the end of a unit. Cumulative Assessments will be given at the end of each quarter /

semester. All assessments will be announced and written on board. The focus of the course,

therefore, is grammatical in nature, but also concentrating on the four skills areas: listening,

writing, reading and speaking and the integration of these skills. This course prepares students

to enter the AP Spanish Language course the following year.

Course Objectives & Outcome

By the end of the course, students will be on their way to:

• Developing strong communicative ability in the interpersonal, presentational, and interpretive

modes;

• Developing a strong command of Spanish linguistic skills (including accuracy and fluency)

that support communicative ability;

• Comprehending Spanish intended for native speakers in a variety of settings, types of

discourse, topics, styles, registers, and broad regional variations;

• Producing oral and written Spanish comprehensible to native speakers in a variety of settings,

types of discourse, topics, and registers;

• Demonstrating the ability to acquire information from authentic sources in Spanish;

• Developing an awareness of some cultural perspectives of Spanish-speaking peoples;

• Developing skills to identify and summarize the main points and significant details and make

appropriate inferences and predictions from a spoken source, such as a broadcast, news report

or a lecture on an academic or cultural topic related to the Spanish speaking world;

• Developing skills to identify and summarize the main points and significant details and

predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or

other broadcast media, or an interview on a social or cultural topic related to the Spanish-

speaking world;

• Identifying and summarizing main points and important details and make appropriate

inferences and predictions from a written text such as a newspaper or magazine article or

contemporary literary excerpt;

• Writing a cohesive and coherent analytical or persuasive essay in reaction to a text or on a

personal, academic, cultural, or social issue, with control of grammar and syntax;

• Describing, narrating, and presenting information or persuasive arguments on general topics

with grammatical control and good pronunciation in an oral presentation of two or three

minutes;

• Using information from sources provided to present a synthesis and express an opinion;

2014-2015 Spanish III Course Syllabus

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• Recognizing cultural elements implicit in oral and written texts;

• Interpreting linguistic cues to infer social relationships;

• Communicating via formal and informal written correspondence;

• Initiating, maintaining, and closing a conversation on a familiar topic;

• Formulating questions to seek clarification or additional information; and using language that

is semantically and grammatically accurate according to a given context.

Classroom Policies

All CHS rules and policies will be followed. Please see the District and school policies as stated

in the Student Handbook. You may also refer to http://www-chs.stjohns.k12.fl.us/faculty/deans/

for information concerning Attendance, Make-up Work, Dress code, IDs, Cell phone use and

parking.

Extra Help: I will be available to help students before school by appointment, at 8:30am. I will

be available Mondays, Tuesdays (except for second Tuesday of each month), Thursdays (except

for third Thursday of each month and Fridays. It is very important that you schedule an

appointment with me first. Please feel free to schedule an appointment with me at any time! I am

more than happy to meet with you!

For English Speakers of Other Languages: The following accommodations/strategies will take

place in the classroom to help assist these students in their understanding of course material:

1. Provide instructions in both English and Spanish.

2. Allow Students work in pairs on activities.

3. Peer Tutor/Buddy System

4. Provide bilingual dictionaries to students to use as resource if necessary.

Grading:

The grading scale is that of SJCSD and CHS.

We will be weighting as follows:

Tests

Quizzes

Projects

Classwork/Participation/Assignments

Homework

30%

25%

30%

10%

5%

Proposed District Pacing Guide for Spanish III:

Semester I Quarter 1

Theme 1 – Mi mundo. Mi familia. Mi comunidad y yo.

Quarter 2

Theme 2 – Manos a la obra – servicio comunitario

Textbook resource: Preliminary Unit

Unit 1- Lessons 1** & 2

Unit 2- Lessons 1 & 2

Unit 3- Lesson 1 vocab & future

MID-TERM EXAM

2014-2015 Spanish III Course Syllabus

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Semester II Quarter 3 –

Theme 3 – TBD

Textbook resource: Unit 3- Lesson 1 por/para

Unit 3- Lesson 2

Unit 4- Lessons 1** & 2

Unit 5- Lessons 1 & 2

FINAL EXAM

**Q1 exam will cover LP through U1L1;Q3 exam will cover through U3L1 through U4L1.

THIS INFORMATION MAY BE SUBJECT TO CHANGE. ALL CHANGES WILL BE

COMMUNICATED TO STUDENTS!

2014-2015 Spanish III Course Syllabus

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Sra. Gillespie-Marina’s Classroom Rules and Expectations!

1. BE PROMPT – You must be in your seats and ready to start when the tardy bell

rings. Unexcused tardiness and absences will be handled according to Creekside High

School Policy. For excused absences, please ask teacher for make-up work.

2. BE PREPARED – You are expected to come to class fully prepared. Students are

expected to be in class on time, take out any material that is due as well as Spanish

book and “Cuaderno”, and start working on the posted “actividad de calentamiento”

(do-now activity). Students must bring the following to class on a daily basis:

Student book (unless classroom set is provided) and workbook

Spanish binder/composition notebooks (can be kept in pockets of binder)

All necessary writing utensils

All other general school requirements conducive to a positive learning

environment

*If you are absent, you are responsible for checking the board, my website or file

folder for make-up work and handouts.

3. BE PRODUCTIVE – Be present every day to learn Spanish at your full potential.

You are expected to PARTICIPATE in class on a daily basis and complete class-

work assignments in a timely fashion. We will be doing a lot of oral activities that

require your participation during class.

4. BE POLITE - We will RESPECT the teacher, our fellow classmates and ourselves!

In order to ensure a favorable learning environment, we will therefore uphold the

following classroom rules:

a. Listen when the teacher or a fellow classmate is talking. Keep quiet when we are

working on an assignment, activity, assessment during which the teacher has asked

you not to talk.

b. Students will keep hands, feet and objects to themselves.

c. Ask permission before getting out of your seat.

d. No food, gum, candy or drinks in class. You may have plain bottled water in class.

You will be asked to put away any food or drink immediately; otherwise, it will be

thrown out.

e. You must have your planner signed for a hall pass. Only one student is allowed a

hall pass at a time. Hall passes will be issued to the teacher’s discretion.

f. No phones please.

Our class, both teacher and students, are expected to model the Character Counts Pillars:

TRUSTWORTHINESS, RESPECT, RESPONSIBILITY, FAIRNESS, CARING, CITIZENSHIP.