• Periods 2: Prep• Period 3-4 & 6: Spanish 1CP• Periods 5 & 7: Spanish 2CP

• Please be respectful of LUNCH office hours (after school by appt only):

Mondays: CLOSEDTuesdays: Spanish ClubWednesdays: Scheduled Make-upsThursdays: TutoringFridays: Crossroads Club

Bienvenidos a la clase de español de la Sra Rollins en el salón, 61J…

¿Quién es la Sra Citraro-Rollins?

(Who Mrs. Citraro-Rollins? What are her credentials?)I speak Spanish because…•Born in Santa Monica to Argentine parents and raised in Agoura Hills, Ca•Spanish & Italian descent: •Paternal: Sicilia & Cosenza, Italy •Maternal: Tineo (Asturias), Spain

I can teach you because I went to:Newbury School of Beauty: Licensed Manicurist (’93)Moorpark College: A.A.-General Education (’96)Cal State Long Beach: B.A.-Spanish: (’98)National University: M.S.-Cross-Cultural Education (’00)National University: M.A.-Administration (’01)Years @ WHS: 10 Years!!Years Teaching: 16 Years!!

I’ve been advisor for: YES Club, Anime Club, Latino Club Advisor

Currently: Spanish Club Advisor, we meet every Tuesday @ lunch Crossroads Club Advisor, we meet every Friday @ lunch

Contrato/ECLR:(Expected Classroom Learning

Results)

Our Daily Routine:

•Department Goal•Our Daily Routine•The “Respect” Expectations•Standards of Performance•Absences•Materials•Grading Policy•My Responsibilities•Your Responsibilities•Dishonesty•Attendance•Dress Code Violation•HW & Participation•Office Hours

1. Greeting from Sra Rollins

2. “Chicle” check

3. Esponja/Mini Quiz

4. Correct HW

5. Instructional Time

6. Two minute Downtime

1. Communicate in languages other than English

2. Gain knowledge and understanding of other cultures

3. Connect with Other Disciplines and Acquire Information

4. Develop Insight into the Nature of Language and Culture (Comparisons)

5. Participate in Multilingual Communities at Home & Around the World

The National Standards:

(The 5 C’s)

Materiales ¿Qué necesito?(What Do I Need Everyday?)

Everyday you bring:•Textbook•Workbook•Lined Paper•Pen, Pencil, 2 Red Pens•1 LETTER sized manila folder•Black Expo Marker & old sock

I will provide:•Writing, Audio, & Video Activities•Listening CD’s•Telenovelas •Individual whiteboards•Other necessary supplies

Recommended:

•Mini Oxford English/Spanish Dictionary

•Mini-stapler

•Highlighters

The “Respect” Expectations:• R espect the rights and property of others• E ating/gum chewing, drinks, cell phones, & digital

games will NOT be tolerated in my classroom• S wift silence at the signal• P ut downs, swearing and rude gestures are prohibited• E arnest effort to listen ensures success• C ome on time with materials and homework everyday• T alk when called upon or when working in groups

**Serious offenses** (as written on WHS Referral Form):• performing poorly on

tests• unadjusted attendance• unauthorized

attendance• unauthorized departure• suspected forgery• off campus• smoking or possession• discourtesy• suspected dishonesty• fighting• harassment

•disruptive behavior•tardiness excessive dates•excessive absence•inappropriate dress•misuse of school property•defiance of authority•negative attitude•inattention and indifference•insufficient daily preparation•fails to bring work materials•working below level of class

 **Violations**1.Documented verbal warning2.Detention3.Referral to AP

**Positives**1.Friday Raffles2.HW Passes3.Dulces4.Good Phone Calls Home

Mis responsablidades a ti, el estudiante.

(My Responsibilities to You, the Student)1. To treat you with respect and care for you as an

individual.

2. To provide you an orderly classroom.

3. To provide you the necessary discipline.

4. To provide you the appropriate motivation.

5. To teach you the required content.

6. To provide “office hours.”

(Check Classroom Management Plan for hours listed)

Mis responsablidades a Ud., la maestra

(My Responsibilities to You, the Teacher)1. To treat you with respect and care for you as an

individual.2. To attend classes regularly.3. To study and do your best work.4. To be cooperative and not disruptive.5. To learn and understand the required content.6. Head your paper correctly in the right hand corner of

each assignment you turn in:a.        Last name, First nameb.        Datec.         Period-Row #

Fecha (Date):

Infracción (Infraction): Firma (Signature):

Documented Verbal Warning:“My Behavior Log”

(Mi comportamiento)Notebook needs to be filled out as such:

**When you sign the notebook, show me your signature and return it to the board ledge.

2nd Offense for the same infraction constitutes a detention

3rd Offense for the same infraction constitutes a Referral to the A.P.

Grading PolicyCategories:

• Homework (2 points per assignment, bigger assignments are 5 points)

• Participation (10 points per week, except for holiday weeks)• Vocab Quizzes (20-25 points)• Projects (25-100 points)• Speaking Orals (25-50 points)• Chapter Tests (50-100 points)• Final Exam (100-200 points)

**Grades are NOT weighted, it is a point for point grading policy.*Students are graded on their abilities in:

Reading, Writing, Speaking, Listening, & Grammar/Vocabulary

**I do not offer extra credit assignments, so don’t ask!

¿Qué aprenderá su hijo?

(What will your child learn in Sp2?)Capítulo 1 ¡Familiares y amigos! (La Ciudad de México) pgs. 0-38• Grammar 1: Nouns, adjectives, and gustar; present tense verbs (stem-changing); reflexive

pronouns• Grammar 2: Idioms with tener; verbs and ir a followed by infinitives; present progressive; direct

object pronouns; affirmative and negative informal commands

Capítulo 2 ¡En el vecindario! (Cuzco) pgs. 44-78• Grammar 1: Indirect and direct object pronouns; presents tense of dar and decir; saber and

conocer; using ser with adjectives of nationality• Grammar 2: Ser and estar; expressions folllowed by infinities; preterite of –ar, -er, and –ir verbs;

preterite of hacer and ir

Capítulo 3 ¡Pueblos y ciudades! (Santo Domingo) pgs. 84-118• Grammar 1: Using the impersonal se and passive se, preterite of –car, -gar, -zar verbs and

conocer; irregular preterites: andar, tener, venir, dar, and ver• Grammar 2: Using formal commands of regular verbs; irregular formal commands; commands

with pronouns and review of informal commands

Capítulo 4 ¡Mantente en forma! (Miami) pgs. 124-158• Grammar 1: Preterite of ponerse and decir; preterite of stem-changing –ir verbs; preterite of ser

and estar• Grammar 2: Verbs with reflexive pronouns and direct objects; past participles used as

adjectives; preterite of caerse

Capítulo 5 Día a Día (San José) pgs. 164-198• Grammar 1: Preterite of poder and traer; verbs with reflexive pronouns; possessive pronouns• Grammar 2: Negative expressions with ninguno(a); using hace with time expressions; using

pero and sino

Capítulo 6 ¡Recuerdos! (Segovia) pgs. 204-238• Grammar 1: Using the imperfect of regular verbs; imperfect of ir and ver; verbs with reciprocal

pronouns• Grammar 2: using the imperfect of ser and haber; preterite with mental and emotional states;

preterite of creer, leer, construir, oír, caerle a uno

Capítulo 7 ¡Buen Provecho! (San Juan) pgs. 244-278• Grammar 1: using double object pronouns; commands with double object pronouns; adverbs• Grammar 2: more use of the imperfect; describing with the imperfect; past participles used as

adjectives

Capítulo 8 ¿Tiendas y puestos? (Santiago) pgs. 284-318• Grammar 1: imperfect and preterite: saying what was in progress; using ir + a + infinitive with

the imperfect and preterite; comparatives and superlatives• Grammar 2: using por and para; demonstrative adjectives and adverbs of place; usin adjectives

as nouns

Capítulo 9 A nuestro alrededor (El Paso) pgs. 324-358• Grammar 1: Comparing quantities; using the preterite and imperfect to begin a story; using

the preterite and imperfect to continue and end a story• Grammar 2: Subjunctive mood for hopes and wishes; subjunctive of stem-changing –ir and

irregular verbs; future tense

• Capítulo 10 De vacaciones (Buenos Aires) pgs. 364-398• Grammar 1: Present perfect and regular past participles; irregular past participles; subjunctive

for giving advice• Grammar 2: Review of preterite and imperfect; review of present progressive and future;

review of present subjunctive

¿Qué aprenderá su hijo?

(What will your child learn in Sp2?)

**Typical Chapter**

Workbook and/or Handouts as

HW (M-F)

Pop Quizzes

Chapter Vocab Quizzes (20 pts)

2 Exams per unit (60-100 pts

each)

1 Speaking Oral per unit

1 Project per unit

Q ConnectionA great way to keep track of your progress

• Grades, assignments, attendance are posted every 2 weeks on Q

• You can obtain Q password from me after class

Sugerencias (Suggestions) Be in class! (Avoid unnecessary absences-it’s hard to teach yourself another

language!) Be mentally present! Do assignments well! (Don’t just “do” them!) Ask for help! (Tell me if you are struggling!) Have fun with the language! (Figure out how to use it in your world!) Create extra listening practices at home (DVD’s, Spanish TV, Radio, Google Articles, etc.) Use the online textbook for extra help & self quizzes: www.my.hrw.com/ Check out my webpage:

http://www.conejo.k12.ca.us/whs/Departments/WorldLanguages/Rollins.aspx

Keep organized with your calendars, assignments by utilizing your WHS planner

Don’t wait last minute to call a tutor Get a study buddy’s phone number Start listening to Spanish radio and TV

Contacting Sra Rollins

• Email: arollins@conejousd.org (I prefer email)

• Phone: (805) 497-6711 x 1109

• My Webpage can be found off of WHS website:

1.WHS Webpage2.Click “Departments”

3.Click “World Languages”4.Click “Rollins”

Sra Rollins’ Professional Mission Statement

I will provide students with quality instruction, treat them with

kindness and fairness, and help keep them safe from harassment and

bullying. I will effectively communicate with students, parents,

and other staff members to maximize the educational experience

of the students I teach. I will continue working everyday to

become a better teacher and a better human being.

Spanish Alphabet Pronunciation:

A: ahB: beh C: cehCH: chehD: thehE: ehF: eh-

fehG: hehH: ah-cheI: eeJ: ho-tahK: kahL: eh-leLL: eh-yehM: eh-meh

N: eh-neh Ñ: en-yehO: ohP: pehQ: cuR: eh-rehRR: eh-rrehS: eh-sehT: tehU: ooV: veh or behW: doble oo/veh/behX: eh-kissY: ee-grie-gaZ: seh-tah

Español 1cp: Please write on THE TOP HALF OF THE SHEET OF PAPER...

1.Your Name: Per.#2.Born in: Date:3.Favorite class:4.Favorite Hobby:5.My bestfriend would say that I:6.I would like to be:7.I like:8.I don’t like:9.My interests: 10.My best school memory: 11.Something important you need to know about me is:

Ejemplo:1.Audrey Rollins, Period 12.Santa Monica, Ca el 19 de octubre de 197?3.My favorite class is Spanish! 4.My favorite hobby is going on hikes and bike rides with my son and practicing soccer with him. 5.My bestfriend would say Audrey loves the Lord, loves her family, and is crazy fun at times!6.I would like to be a café owner 7.I like to daydream, write, try new things, and try to be at peace with all people8.I don’t like sharks, tragic news reports, nor watching my son, family, and friends suffer.9.Soccer, swim and gymnastics interest me and being a lifetime learner10.My best school memory was running for ASG president and losing. 11.Something important you need to know about me is that I need to sit in the front so I socialize less!

Español 2CP : Por favor escriba en la primera media de una hoja de papel...

(Please write on top half of paper…)1.Tu nombre: Per.#2.Nací en: el de de3.Tu clase favorita:4.Tu pasatiempo favorito:5.Mi mejor amigo/a diría que yo:6.Quisiera ser:7.Me gusta(n):8.No me gusta(n):9.Me interesa:10.Mi mejor momento en la escuela fue cuando:11.Algo importante es (o.k. in Eng):

Ejemplo:1.Audrey Rollins, Period 12.Nací en Santa Monica, Ca el 19 de octubre de 197?3.Mi clase favorita es Español4.Mi pasatiempo favorito es estar con mi hijo y leer la palabra de Dios.5.Mi mejor amiga diría que Audrey ama a Dios y a su familia6.Quisiera ser una buena madre, una enfermera/maestra/dueña de un Café7.Me gusta estar con mi hijo, cantar, bailar, escuchar alabanza8.No me gustan los tiburones, escuchar noticias tristes, o ver mi hijo sufrir9.Me interesa hacer ejercicios, aprender más, y ayudar a la gente10.Mi mejor momento en la escuela fue cuando perdí la carrera de ASG presidente contra mi amigo Brad11.Algo importante de mi es que I need to sit in the front so I socialize less!

Sra Rollins’ Professional Mission Statement

I will provide students with quality instruction, treat them with kindness and fairness, and help keep them safe

from harassment and bullying. I will effectively communicate with students, parents, and other staff

members to maximize the educational experience of the students I teach. I will continue working everyday to love

and respect your student as an individual teaching me to become a better teacher and human being.

Escriba una descripción:

¿Quién? ¿Cuándo? ¿Qué hace? ¿Dónde? ¿Por qué? ¿un poco más…?

DOUBLE SPACE!!!

DOUBLE SPACE!!!

DOUBLE SPACE!!!

DOUBLE SPACE!!!

Contrato/ECLR:(Expected Classroom Learning

Results)

Our Daily Routine:

•Department Goal•Our Daily Routine•The “Respect” Expectations•Standards of Performance•Absences•Materials•Grading Policy•My Responsibilities•Your Responsibilities•Dishonesty•Attendance•Dress Code Violation•HW & Participation•Office Hours

1. Greeting from Sra Rollins

2. “Chicle” check

3. Esponja/Mini Quiz

4. Correct HW

5. Instructional Time

6. Two minute Downtime

1. Communicate in languages other than English

2. Gain knowledge and understanding of other cultures

3. Connect with Other Disciplines and Acquire Information

4. Develop Insight into the Nature of Language and Culture (Comparisons)

5. Participate in Multilingual Communities at Home & Around the World

The National Standards:(The 5 C’s)

The “Respect” Expectations:• R espect the rights and property of others• E ating/gum chewing, drinks, cell phones, & digital

games will NOT be tolerated in my classroom• S wift silence at the signal• P ut downs, swearing and rude gestures are prohibited• E arnest effort to listen ensures success• C ome on time with materials and homework everyday• T alk when called upon or when working in groups

**Serious offenses** (as written on WHS Referral Form):• performing poorly on

tests• unadjusted

attendance• unauthorized

attendance• unauthorized

departure• suspected forgery• off campus• smoking or possession• discourtesy• suspected dishonesty• fighting• harassment

•disruptive behavior•tardiness excessive dates•excessive absence•inappropriate dress•misuse of school property•defiance of authority•negative attitude•inattention and indifference•insufficient daily preparation•fails to bring work materials•working below level of class

 **Violations**1.Documented verbal warning2.Detention3.Referral to AP

**Positives**1.Friday Raffles2.HW Passes3.Dulces4.Good Phone Calls Home

¿Qué aprenderás? (What will you learn in Sp3?)Capítulo 1 ¡Adiós al verano! (Castilla-La Mancha) pgs. 6-46

• Grammar 1: Preterite & Imperfect; Ser & Estar; Subjunctive for Hopes & Wishes• Grammar 2: Pronouns, Comparisons, Demonstrative Adjectives

Capítulo 2 ¡A pasarlo bien! (Castilla-La Mancha) pgs. 48-88• Grammar 1: Imperfect; Ir+a+infinitive; Nosotros Commands• Grammar 2: Object Pronouns; Subjunctive w/ unkown or nonexistent; Subjunctive w/

Expressions of feelings

Capítulo 3 Todo tiene solución (El Caribe) pgs. 96-136• Grammar 1: Verb + Inf; Subjunctive w/ Will or Wish; Subjunctive w/ Negation or

Denial• Grammar 2: Future Tense; Conditional; More Uses of the Conditional

Capítulo 4 Entre familia (El Caribe) pgs. 138-178• Grammar 1: Present Progressive; Present Perfect Indicative; Present Perfect

Subjunctive• Grammar 2: Preterite; Se+ Indirect Object Pronouns; Past Progressive

Capítulo 5 El arte y la música(El Surroeste) pgs. 186-226• Grammar 1: Comparisons of Equality and Superlatives; Passive Se; Passive Voice

with Ser• Grammar 2: Sunjunctive with Hopes & Wishes; More on Subjunctive w/ Hopes &

Wishes; Past Perfect

¿Qué aprenderás? (What will you learn in Sp3?)

Capítulo 6 ¡Ponte al día! (El Suroeste) pgs. 186-226• Grammar 1: Indicative after Expressions of Certainty; Subj. after Expressions of Doubt &

Disbelief; Haber• Grammar 2: Indefinite Expressions; Gender of Nouns; Indicative in Coumpound

Sentences

Capítulo 7 Mis aspiraciones (Los Andes) pgs. 276-316• Grammar 1: Verbs that change meaning in Preterite & Imperfect; Grammatical

Reflexives; Lo & Lo que• Grammar 2: Subjunctive after adverbial conjunctions; Subjunctive w/ future actions;

Indicative w/ habitual or past actions

Capítulo 8 ¿A qué te dedicas? (Los Andes) pgs. 318-358• Grammar 1: Verbs with indirect object pronouns; verbs that express “to become”; Use

of “Se”• Grammar 2: Conditional; Past subjunctive w/ hypothetical statements; more past

subjunctive

Capítulo 9 Huellas del pasado (El Cono Sur) pgs. 366-406• Grammar 1: Preterite & Impferfect in storytellng; Preterite & Imperfect contrasted; Por

& Para• Grammar 2: Uses of subjunctive; sequence of tenses; more on sequence of tenses

• Capítulo 10 El mundo en que vivimos (El Cono Sur) pgs. 408-448• Grammar 1: Present and past progressive; Haber; expressions of time• Grammar 2: Future tense; subjunctive w/ doubt, denial, & feeling; subjunctive and

dicative w/ adverbial clauses

¿Qué aprenderás? (What will you learn in Sp3?)Capítulo 1 ¡Adiós al verano! (Castilla-La Mancha) pgs. 6-46

• Grammar 1: Preterite & Imperfect; Ser & Estar; Subjunctive for Hopes & Wishes• Grammar 2: Pronouns, Comparisons, Demonstrative Adjectives

Capítulo 2 ¡A pasarlo bien! (Castilla-La Mancha) pgs. 48-88• Grammar 1: Imperfect; Ir+a+infinitive; Nosotros Commands• Grammar 2: Object Pronouns; Subjunctive w/ unkown or nonexistent; Subjunctive w/

Expressions of feelings

Capítulo 3 Todo tiene solución (El Caribe) pgs. 96-136• Grammar 1: Verb + Inf; Subjunctive w/ Will or Wish; Subjunctive w/ Negation or

Denial• Grammar 2: Future Tense; Conditional; More Uses of the Conditional

Capítulo 4 Entre familia (El Caribe) pgs. 138-178• Grammar 1: Present Progressive; Present Perfect Indicative; Present Perfect

Subjunctive• Grammar 2: Preterite; Se+ Indirect Object Pronouns; Past Progressive

Capítulo 5 El arte y la música(El Surroeste) pgs. 186-226• Grammar 1: Comparisons of Equality and Superlatives; Passive Se; Passive Voice

with Ser• Grammar 2: Sunjunctive with Hopes & Wishes; More on Subjunctive w/ Hopes &

Wishes; Past Perfect

¿Qué aprenderás? (What will you learn in Sp3?)

Capítulo 6 ¡Ponte al día! (El Suroeste) pgs. 186-226• Grammar 1: Indicative after Expressions of Certainty; Subj. after Expressions of Doubt &

Disbelief; Haber• Grammar 2: Indefinite Expressions; Gender of Nouns; Indicative in Coumpound

Sentences

Capítulo 7 Mis aspiraciones (Los Andes) pgs. 276-316• Grammar 1: Verbs that change meaning in Preterite & Imperfect; Grammatical

Reflexives; Lo & Lo que• Grammar 2: Subjunctive after adverbial conjunctions; Subjunctive w/ future actions;

Indicative w/ habitual or past actions

Capítulo 8 ¿A qué te dedicas? (Los Andes) pgs. 318-358• Grammar 1: Verbs with indirect object pronouns; verbs that express “to become”; Use

of “Se”• Grammar 2: Conditional; Past subjunctive w/ hypothetical statements; more past

subjunctive

Capítulo 9 Huellas del pasado (El Cono Sur) pgs. 366-406• Grammar 1: Preterite & Impferfect in storytellng; Preterite & Imperfect contrasted; Por

& Para• Grammar 2: Uses of subjunctive; sequence of tenses; more on sequence of tenses

• Capítulo 10 El mundo en que vivimos (El Cono Sur) pgs. 408-448• Grammar 1: Present and past progressive; Haber; expressions of time• Grammar 2: Future tense; subjunctive w/ doubt, denial, & feeling; subjunctive and

dicative w/ adverbial clauses