SPANISH 3

COURSE SYLLABUS
North Atlanta High School
I. Teacher Information

Instructional staff: Sra. Johnson Phone number: (404)-802-4700

Room Number: 6119 E-mail: angela.johnson2@atlanta.k12.ga.us
Academic Year: 2018 - 2019 Tutorial: Mondays & Thursdays 3:45 - 4:45pm
Website: http://johnsonangela.weebly.com/

II. Course Description and Objectives

Course Description:
Students enrolled in this course have successfully completed levels I and II courses. This course offers a more
challenging approach to the four language skills. This course provides students additional opportunities to expand their
listening, speaking, reading and writing skills as they create with the language and as they access short literary texts,
authentic materials and media on generally familiar topics. Students satisfy communication and social interaction
demands, they initiate and maintain face to face communication. They identify main idea(s) and significant details in
discussions, presentations, and written texts within a cultural context, read and interpret authentic materials, narrate and
describe in sentences, groups of related sentences, and short cohesive passages in present, past, and future time and
compose messages, announcements, personal notes, and advertisements. They continue to refine their knowledge and
understanding of the target language and culture(s) and their own by examining the interrelationship of other cultures to
their own, by demonstrating behaviors appropriate in target cultures, and by applying their knowledge and skills inside and
outside of the classroom setting.

The level requirements in terms of a breadth of National Standards for Foreign Language Learning are available via
www.actfl.org. Otherwise, the depth of the national framework is articulated in terms of the Common Core / Georgia
Professional Standards – (http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-
Instruction/Pages/World-Languages-and-International-Education.aspx).

IB Middle Years Program (IBMYP):

This course is part of the International Baccalaureate Middle Years Programme at North Atlanta High School
which aims to help IBMYP learners to become inquirers, knowledgeable, thinkers, communicators, principled, open-
minded, caring, risk-takers, balanced, and reflective. The learning experiences will allow students to gain analytical skills
to promote informed decision-making, engage in teamwork and collaboration, frame their own inquiries, pursue personal
aspirations, set challenging goals and have persistence to achieve them. Students will work towards a deepening of their
conceptual understanding as they approach concepts from a range of perspectives. As concepts are studied throughout
the year, the following global contexts will be in constant consideration: identities and relationships, orientation in time and
space, fairness and development, globalization and sustainability, scientific and technical innovation, and personal and
cultural expression. IBMYP Assessments aim to support and courage student learning by providing feedback and
promoting deep understanding of subject content by supporting students in their inquiry in real-world contexts. Specific
assessment criteria with subject objectives will be provided. A year-long IBMYP personal project accompanied by a
journal is to be produced at the end of the 10th grade year. The personal project enables students to engage in practical
exploration through a cycle of inquiry, action, and reflection. Timelines and descriptions of tasks will be provided.
III. Materials:
Students will need the following materials every day in order to be prepared for learning:

1) a three-ring binder (for evidence of writing assignments, worksheets and homework)

2) a USB 3.0 flash drive (compatible with the classroom Internet)
3) 3 #2 pencils or and erasable black or blue pen (required everyday)
4) a small pencil sharpener
5) a composition or spiral notebook (mandatory – only composition or spiral notebook allowed in this class)
6) Kleenex and/or hand sanitizer as needed
7) Spanish/English dictionary

Students will utilize an interactive textbook – REALIDADES 3 – in the classroom; however, the textbook and its
components, including the workbook, may be accessed electronically via www.realidades.com

IV. Course Outline:

The textbook‘s units will be used to prepare the future IB students for the IB exam given in the Senior year.
We will study texts that belong to the three IB cores and the two IB options: Social Relationship, World Issues,
Communications and Media,
Health, and Sciences and Technology

V. Scope and Sequence:

To see the Scope and Sequence for Spanish 3, please click on the following link:

https://sites.google.com/a/richland2.org/gham/espanol-3cp/scope-and-sequence-3cp

VI. Course Outline:

Middle Years Program
GLOBAL CONTEXT & (MYP)
THEMATIC UNIT SEQUENCE INQUIRY QUESTIONS*
PARA EMPEZAR:  What do you do every
Spanish 2 Review morning?
Diagnostic and Pre-SLO
CAPITULO 1  What are some
UN DIA INOLVIDABLE activities that I do on an
SECTION 1 AND 2 ordinary day?
CAPITULO 2  How does that compare
COMO TE EXPRESAS? with what teenagers
SECTION 1 from other cultures do?
 To what extent are my
friends and I alike and
what do they like to do
as compared to me?
CAPITULO 2 CONT…COMO TE  What activities are
EXPRESAS? popular amongst
SECTION 2 adolescents in my
CAPITULO 3:QUE HACES PARA culture and beyond?
ESTAR EN FORMA?  When, why, and how
SECTION 1AND 2 do I travel?
 To what extent does
travel influence my
memory?
TIMELINE
2 weeks of August
Notes: Diagnostic & Pre-
SLO
September-October
Notes:
4.5 weeks assessment
Midterm (including
preliminary & unit 1.1)
November-December
Notes:
13.5 weeks assessment
(including till unit 1.2)
Review& Final (i.e., units 2.1
& 2.2)

CAPITULO 4: COMO TE LLEVAS  What is volunteerism? January-February

CON LOS DEMAS?  How do I help in your
SECTION 1 AND 2 community? Notes:
 To what extent do I or
others reflect the 4.5 weeks assessment
 qualities of a hero or (including till unit 3.1)
heroine?
CAPITULO 5: TRABAJO Y  What issues threaten March-April
COMUNDAD its safety? Why?
SECTION 1 AND 2  How and why should Notes:
we protect our
environment? Midterm (including till unit
 To what extent are the 3.2)
rain forests capable of
helping to sustain 13.5 weeks assessment
human life and other (including till unit 4.1)
life forms?
CAPITULO 6: QUE NOS TRAERA  Does my school offer May
EL FUTURO? career readiness
classes? Notes:
 How and why will my
high school classes Post-SLO&
influence my career Final (including till units 4.2
choice? and 5.1)
 To what extent am I
prepared for the world
of work?


*The inquiry questions are aligned with levels of comprehension intermediate levels: low, mid and high ranges of
proficiency.

VII. Grading Procedure and Grading Scale:

“The APS Board Policy Administrative Regulation IHA-R(1) was revised in October of 2014. The policy addresses a
variety of areas including, but not limited to, grading practices, grade reporting, and students in danger of not meeting
academic expectations. The revised regulation places a greater emphasis on mastery grading, including allowing
students an opportunity to re-assess when they have not achieved content mastery. The entire policy can be found on
the APS website under “Board Policy Manual.”

VIII. GRADING POLICY:

A. APS assignment categories

A1. Diagnostic assessments – (initial and integrated review activities)

A2. Formative assessment – 45%

Interpersonal Mode of Communication - (Speaking, Listening, Reading & Writing), quizzes, daily class work, hands-on
mini-projects

A3. Summative assessments – 45%

Interpretive Mode of Communication - (Reading & Listening), including pre-summative: common 4.5 weeks, 9 weeks
and 13.5 weeks assessments and integrated reflection tasks

Presentational Mode of Communication - (Speaking and Writing), including integrated reflection tasks, research
papers/essays, oral presentations and/or out-of-class projects

A4. Final exam (18 weeks assessment) – 10 %

 B. APS grading scale: C. IB/MYP scoring: 0-8 (see the OCC)

A: 100-90 C1. IB/MYP criteria for proficiency *****

B: 89-80 (a) Comprehending spoken & visual text
C: 79-70 (b) Comprehending written & spoken text
F: 69 < (c) Communicating in response to spoken, written
and visual text
(d) Using language in spoken & written form

C. Progress Report – per APS calendar Report Card –quarterly per APS calendar
September October
November January
February March
April June

D. Late work

The district-wide policy for makeup coursework will be followed:

o It is important that all students turn in assignments on time. Many assignments build upon each other
and missing work can result in gaps in the student’s understanding of the course material. In cases
where a student does not turn in an assignment on time and there is no excused reason for the missed
work, students have the opportunity to turn in missed assignments within 2 weeks in any class for all
or some credit. For instance, if an assignment was due on Monday the 1st, the late work must be
turned in by Monday the 14th (whether the class meets that day or not…student must hand deliver or
email the work to the teacher by the 14th day).
o Teachers have the right to make alternate assignments that cover the same standards in place of the
original assignment. Whether making up an alternate or an original assignment, it is imperative that
the STUDENT requests the assignment from the teacher – it is not the teacher’s responsibility to
remind the student they did not turn in an assignment. Student’s must either request this work via
email or come after school to meet with the teacher to find out what assignment they must
complete. These discussions will not take place during class time and should occur on a one-on-one
basis.
o All late assignment work that is turned in within the 14 day deadline is subject to full or partial credit
per the teacher’s discretion. For instance, some teachers may take points off for every day it is late
or some teachers may decide that the maximum grade the student can receive on the late assignment
is a 70. Each individual grading policy is stipulated in the teacher’s syllabus.

E. NAHS Exam re-take policy

o All students have the opportunity to retake summative assessments for any assessment they
wish to show mastery (mastery is considered passing or 70%). The alternate assessment will
cover the same standards.
o Students must request the alternate exam and the teacher will sign a contract with the student
and notify parents informing them of the details.
 Students have up to TWO WEEKS to either turn in or take the alternate assessment from
the date they are issued their initial grade. Students must also attend at least ONE
TUTORIAL with the teacher before the alternate assessment is given. The grade they
receive on the alternate exam is the final grade for the assessment (please note that the
alternate assessment grade may be higher or lower than the initial assessment grade.
IX CLASS EXPECTATIONS:
Homework:
Homework should be completed by the following class session in a thorough and consistent manner.
In case of an unexcused absence, work will be worth 50% off original grade.
In case of an excused absence, students are responsible for requesting homework when returning to class. (Homework
following an absence must be submitted within 3 class periods, as per APS policy)

Class work:
Class work assignment must be completed by the end of the allocated time.
Talking and being disruptive during class work will impact on the class work grade. In case of an absence, students are
responsible for requesting their class work. Students are responsible for maintaining their class work (group work,
completed work sheets, etc…) and a grade will be provided.

Orals:
An oral grade will be provided based upon how much the target language is used by each student in the classroom. At
any time during class, students can demonstrate their conversational skills. Either upon entering the classroom,
requesting materials, performing skits and/or oral presentations, asking for permission to speak, etc…

Quizzes /Tests / Exams

Quizzes and tests will be given for each unit. In case of an absence, no make-up assessment will be done without an
excused note from the parents. In addition, make-up assessments must be done according to the school policies.
Students are responsible for scheduling their make-up assessment.
Projects
In addition to homework, students are expected to implement projects. The projects will consist in applying direct ideas
from the units. The teacher will give sufficient information (rubrics) to the students in order to execute their projects.

**Deficiency Notices and Progress Reports will be distributed according to the school policies.

***Parent conferences will be scheduled through the counseling office

Behavioral Consequences

1. Review the student handbook for non-compliance with school policies and procedures. Student behavior may be
managed, including but not limited to a verbal warning, parent conference – teacher intervention, teacher-
assigned detention for 30 till 60 minutes with parent contact and/or an administrative referral if such a detention is
not served.

2. Students will not be allowed to return to their lockers after the fact to retrieve materials during the class. Students
will be managed in accordance with the reality of their absenteeism from / tardy arrival to class per the
administrative behavior management plan, if s/he decides to do otherwise.

X. Have a successful language learning experience!

1. Bring your MATERIALS to class every day! If the initial workbook that is provided by the school district is
lost, then the individual student must purchase / pay for another one within the current year at cost. If a
homework folder is lost, the student is responsible for acquiring a new one and for the materials that are
instructed already and s/he remains responsible for knowing the resources that are contained therein.

2. TUTORIAL: Note that not all assignments and/or classroom interactions may simply be turned in for a grade.
If a student is absent, then some sort of presentation may be involved as that is the established norm for
determining compliance with articulated – national, state and local – proficiency standards. She may check
the make-up tutorial book for missed assignments, though the interactive classroom experience cannot be
assured except that an absent student should be prepared to attend tutorial for at least forty five minutes.
Please know that assessments must be completed in the presence of the teacher of record only or per an
approved accommodation. If you are absent, then plan to attend tutorial.

3. INTERNET BASED PRACTICE / SELF TUTORIAL: Use your resources!!! Go to www.realidades.com

based upon REALIDADES that students may use to practice lessons from the current day with no password
required for access. Classzone is a great tool for improving proficiency and for preparing for quizzes and
 unit exams. Also, an optional site is: www.studyspanish.com (a free grammar-based resource that is readily
available for tutorial

4. STUDYING: Language acquisition is challenging; however, nightly review will improve your proficiency.
Proficiency is a realistic outcome of the continuous engagement in classroom activities – not being absent,
talking or doing other things away from assigned tasks - so that the individual may improve their abilities to
read, write, speak and listen effectively in the target language. It is suggested that a student invests in
her/himself least 20 minutes per night of classroom study and up till not more than one and a half hours
before the common midterm, common final and thematic unit quizzes.

5. MyBackPack: Access the actual textbook for REALIDADES and interactive resources via E-tools
/ Foreign Language icon.

NOTE TO PARENTS: Parental involvement increases a child’s achievement. Student performance may be viewed
via the Infinite Campus student information system; however, parents are encouraged to contact the teacher, if they have
any sort of questions or concerns about their child (ren)’s progress. Request an Infinite Campus password from the
main office. Parent / Teacher / Student conferences will be scheduled through the counselors and/or other
authorized administrative staff. Please ensure interactive and timely communications, so that we can forge a positive
and challenging learning environment!

-------KEEP SYLLABUS. DETACH THE SYLLABUS AND RETURN THIS FORM SIGNED TO THE TEACHER-------

This returned portion of the syllabus verifies that you have received the course syllabus [Spanish 3]
Moreover, we are committed to communicate in order to better serve the needs of:

SPANISH 3

________________________________ __________________________________
Student’s name Student’s signature

Angela Johnson August 1st, 2018

Teacher’s name Teacher’s signature Date issued

Comments:

________________________________ ____________________ and ____________________

Parent / Legal guardian’s name E-mail Telephone / Cell phone

________________________________ _______________________
Parent / Legal guardian’s signature Date signed

Comments: