F

ESPAOL V HONORES
Teacher Contact Information
Seora Laura Evans Evansl@Franklin.k12.ma.us Room 202 Sgueme en Twitter! @LEvansFHS ItsLearning Class Website

Course Description
This course is the second of the two year Spanish IV/V Honors syllabus. The thematic situations of this cycle are different from the previous cycle but continue the development of competence in grammatical structure and vocabulary. Thematic projects are based on current events and different readings from major hispanic and Spanish authors. Students will complete all class work in Spanish.

Program of Studies

Quarterly Grade Breakdown

20%

20%

Instructional Activities and Assessments

Essays, Visual Presentations, Advertisements, Charlas ! ! ! ! ! ! ! ! ! ! ! Conversations, Emails, Letters, Texts

20% 20%

20%

! ! ! ! ! ! !! !!

Presentational Communication Interpersonal Communication Interpretive Communication Vocabulary, Grammar, Culture Quizzes Homework & Classroom Presence

Literature, Informative Texts, Music, Audio, Video ! ! ! IDs, Fill ins, Multiple Choice

Graded Monthly

Classroom Procedures and Behavioral Expectations

You have the right to a classroom in which you can learn at the best of your ability. You have the responsibility to conduct yourself in a way that contributes to the success of your leaning experience.

! ! ! !

Follow procedures & directions the rst time they are given. Respect your classmates, your teacher, and all visitors. Arrive to class on time with all proper materials. Be positive and try your best! ACADEMIC INTEGRITY & INTERNET TRANSLATION POLICY

C H E A T I N G

The use of foreign language translation programs is contrary to the purpose of writing assignments, which is to learn to express thoughts and information as well as to practice grammatical structures in a foreign language in the students own words. Computer generated translation will not be accepted and can result in a failing grade on the assignment. This policy does not preclude students from using electronic dictionaries

Students are expected to complete homework by its posted due date. Homework is accepted up to one day late unless an excusable circumstance applies, which can be discussed with the teacher in private. We will most likely use all homework assignments for graded class activities the next day. Repeated failure to complete a homework assignment by its due date will have consequences will be reected in the students effort grade. A long-term assignment differs from a homework assignment in a couple of different areas. Usually, a long-term assignment is dened as a project, oral presentation, written assessment, etc. A long-term assignment takes a bit more time than a homework assignment and may have a heavier grade weight attached to it. The student will be able to pass in a long-term assignment late but will receive a 10-point decrease in the grade that s/he earns on the assignment each day until the assignment is passed in.

LATE HOMEWORK & ASSIGNMENT POLICY

WHAT TO BRING EACH DAY

Bring a writing utensil.

Bring an organized 3-ring binder

Bring an electronic device if you have one! All devices are to be used responsibly in class.

Bring 1 or 2 white board markers.

Bring an old sock to serve as an eraser.

Other optional materials: Spanish/English Dictionary Highlighters Portable 3-Hole Punch (goes in your 3-ring binder)

COURSE CONTENT
Thematic Units of Study
Los lazos familiares/relaciones personales El mundo de trabajo La identidad nacional y la poesa La poltica y la revolucin La herencia y el destino La tecnologa y la sociedad Las celebraciones nacionales

Resources and References

Abriendo Paso Lectura Teacher and department made materials
Internet/websites for skills practice and cultural discovery Its Learning Class Website (for important course documents)

(The content of this course is subject to change. All changes will be communicated to the students.)

Student Learning Expectations

Target Proficiency Level
What able the this will I be to do by end of course?
At the beginning of Spanish V you are feeling condent about your ability to converse with ease and deal with most routine tasks and social situations. You are able to participate in most informal and some formal conversations related to school, home, and leisure activities. You can narrate and describe in most major time frames in paragraph form, but linguistic challenges are still present.

By the end of this school year: Students will able to converse with ease and condence when dealing with most routine tasks and social situations of the Intermediate level (school, home, leisure activities). They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and areas of competence, though hesitation and errors may be evident. Students form sentences into connected discourse of paragraph length. (Intermediate High-Advanced Low) Students will able to understand texts that have a clear and predictable structure. For the most part, the prose is uncomplicated and the subject matter pertains to real-world topics of general interest. Advanced-level readers demonstrate an independence in their ability to read subject matter that is new to them. They have sufcient control of standard linguistic conventions to understand sequencing, time frames, and chronology. (Intermediate High-Advanced Low) Students will be able to understand speech that is authentic and connected. This speech is lexically and structurally uncomplicated. The discourse is straightforward and is generally organized in a clear and predictable way, is connected, and contains high-frequency vocabulary. (Intermediate High-Advanced Low) Students will be able to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph. (Intermediate High-Advanced Low)

Speaking

Reading

Listening

Writing

Classroom Management Contract

To be signed by student, parent or guardian and teacher I, ____________________________, have read and understand Mrs. Evans classroom management plan. I understand and accept all of the expectations pertaining the homework policy, the grading policy, quizzes, projects, writing assignments and appropriate classroom behavior. I will always work to my greatest potential during in-class and homework assignments. If I do not understand something, I will seek extra help with Mrs. Evans as soon as possible. I understand that I am responsible for my own learning. I will come to class with a positive attitude and will have fun while learning Spanish!

_______________________________________________________________ Student signature _______________________________________________________________ Parent/Guardian signature _______________________________________________________________ Teacher signature