PASAPORTE
AL MUNDO
HISPANOHABLANTE
Español – 2014-2015
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Plan de aprendizaje
Learning Strategies
The progress you make towards perfecting your Spanish is directly proportional to the amount of
time you invest. To maximize learning, spend as much time as you can with each chapter: reading,
writing, reciting, and thinking about it. Set aside a certain period of time each day for Spanish, and
use it in ways that keep you interested. Keep a log of grammar questions, and find the answers.
Record your language growth by keeping a list of new words. To learn vocabulary, rely on the
techniques that have worked for you in the past, such as flashcards, study groups, repetitive writing,
tape recorded oral practice, and interaction with other Spanish speakers. Improve your listening
skills by getting as much exposure to native speech as you can. Spanish language television is an
excellent source; check your local TV listings for available programming.
Above all, take charge of your own progress. Your instructor and the text are resources, but you are
the source: the best person to manage your acquisition of Spanish is you.
_________
Brown, Joan L. and Carmen Martín Gaite. Conversaciones creadoras. p5. Lexington: D.C. Heath
and Company, 1994.
Purpose of the class: Students take a foreign language to learn to communicate in a foreign language, to
develop overall academic skills, and most importantly develop cognitive skills enhanced by multilingualism.
Objectives of the class:
Students will develop mastery level proficiency of the materials presented, allowing students to learn
to communicate in Spanish the most efficient way possible within the parameters of classroom language
learning in accordance with adopted standards.
1. Students will learn how to learn a new language as an adolescent / adult.
2. Students will demonstrate skills required for further academic study at the university level.
3. Students will demonstrate the six pillars of character.
a. Trustworthiness (ser confiable)
b. Respect (ser respetuoso)
c. Responsibility (ser responsable)
d. Fairness (ser justo)
e. Caring (ser humano)
f. Citizenship (ser buen ciudadano)
4. Students will demonstrate the Expected School wide Learning Results for Highland High School
My Goal as a teacher is to help you achieve
your highest potential. I won’t settle for
anything less and I hope you won’t either. 
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Classroom Rules Come to class and be on time.
 Be on task and focused
 Complete all assigned work thoughtfully, neatly, and on-time.
 Remain seated
 Participate positively and proactively.
 Raise your hand and wait to be called upon.
 Students are dismissed by the teacher, not the bell.
Suggested Study Schedule (25-35 minutes per night)
Every Night (Mon – Fri.):
 Do homework (10 minutes)
 Study Vocab flashcards TWICE per day (5-10 minutes each time)
Monday & Wednesday:
 Review current lección notes (5 minutes)
 Read old unidades from textbook (10 minutes)
Tuesday & Thursday:
 Review old notes (10 minutes)
 Read current lección from textbook (5 minutes)
Note: You have homework and are expected to study FIVE NIGHTS per week. If you would rather do
your Friday homework on Saturday or Sunday, that’s up to you. 
Grading Methods & Category Percentages- The bulk of the grade in this class is proficiency (skills)
based. That is, your effort both is very important and affects your overall skills and your grade.
However, you are not graded on effort, you are graded on performance.
Lesson Grades –
Practice
Oral, Holistic, &/or Projects
Vocab Quiz
Lesson Quiz
TOTAL PER LESSON
200
300
200
300
1000
3000 points will be assigned at the end of the semester in the form of a final
exam and/or a culminating project. Pop quizzes may periodically be given
outside of the above schedule. These are in addition to the above points.
An additional quantity of points may be added for “extra” activities and
assignments that may arise in addition to the above points.
Department Wide
Grade Scale
90%-100% = A
80%-89.9% = B
70%-79.9% = C
60%-69.9% = D
< 59.9% = F
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Homework / Classwork Rubric – The following rubric will be applied to most homework and
classwork that is included in the Preparedness category. It may also be used for other
assignments.
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5 points – Same as four points and the student weaves in previously learned
grammar and vocabulary as appropriate.
4 points – Same as three points and the work is thorough.
3 points – Same as two points and the student is clearly reviewing notes and
vocabulary and practicing the goal of the lesson effectively.
2 points – Same as one point and all directions are followed; the student is on
the right track.
1 point – Assignment is complete, easily legible, & heading is complete
0 points – Does not meet the criteria for any points (i.e., doesn’t follow
directions)
Second and Fourth Quarter Points - During the second and fourth quarters, all entries into
the gradebook receive a double weight in comparison to what they would receive in the
first or third quarters. The purpose of this is to allow students to improve their grade
late in the semester. Without this consideration, it would be very difficult, if not
impossible, for students to significantly improve their grades during the second half of
the semester. Because this course is cumulative in nature, during the second half of the
semester, students must demonstrate mastery of the content from the first half of the
semester to be successful. As such, weighting points in this manner is both valid and
appropriate.
Academic Grades (from the District Grading and Marking Manual)
A grade of A implies that a student:
 performs at the advanced level on district wide, grade-level performance indicators.*
 is an efficient, independent, and accurate worker
 uses creative thought in seeking solutions to problems
 participates thoughtfully and constructively in class discussions and projects
 makes independent and efficient use of outside resources to supplement class materials
 profits from the teacher’s suggestions by incorporating revisions into his/her work
 submits work of superior quality
A grade of B implies that a student:
 performs at the proficient level on district wide, grade-level performance indicators.*
 is prompt, thorough, and accurate in completing assignments
 takes logical approaches while seeking solutions to problems
 participates regularly in class discussions and projects
 occasionally makes use of outside resources to supplement class materials
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 submits work of above average quality
A grade of C implies that a student
 performs at the basic level on district wide, grade-level performance indicators.*
 is generally prompt and accurate in completing assignments
 occasionally participates in class discussions and projects
 makes practical application of materials presented
 submits work of average quality
 occasionally takes initiative to make up work missed due to excused absences
A
grade of D implies that a student:
 performs at the below basic level on district wide, grade-level performance indicators.*
 fails to regularly submit assigned work
 seldom participates in class discussions or projects
 seldom asks for clarification of directions for completing assignments
 may need to improve attendance and work habits
A
grade of F implies that a student:
 performs at the far below basic level on district wide, grade-level performance indicators.*
 makes little or no effort to complete assigned work
 seldom or never participates in class discussions or projects
 may exhibit chronic attendance problems
 may exhibit behavior which negatively influences the learning environment for others
Citizenship Gradeso A grade of Outstanding (O) indicates that the student is always concerned about the welfare of
the class and always supports the classroom rules.
o A grade of Satisfactory (S) indicates that the student consistently shows regard toward
classroom rules and is concerned about the general welfare of the class.
o A grade of Needs Improvement (N) indicates that the student occasionally disregards
classroom rules and/or shows disregard for the general welfare of the class.
o A grade of Unsatisfactory (U) indicates that the student consistently shows disregard for
classroom rules and/or and opposes the general welfare of the class.
Extra Credit- Periodically, there may be a “bonus” point available on certain tasks such as on
vocabulary quizzes. Essentially, this is a form of limited extra credit and cannot be
distinguished on PowerSchool but is still available to students in association with
existing assignments.
Examples of Bonus Points are:
 Vocab Quiz: an additional bonus point is available that comes from an eleventh
word from either previous lessons or, typically, the expanded vocabulary in the
back of the book.
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Making your vocabulary flashcards digitally on a mobile device
Illustrating your vocabulary flashcards.
Maintaining a digital notebook.
Doing homework or classwork electronically.
Flashcard Requirement - You are required to make and study from flashcards. You should
plan 5-10 minutes of this TWICE per day.
 Flashcards will be checked in class for points and vocabulary quizzes will be given for
each lección.
 Only neat and organized flashcards will earn credit. Because it is important that you
study these daily, there will be no “late” flashcards excepted.
 You must use actual flash cards made on card-stock (60 lb min). “Cards” made out of
notebook paper or copy paper are not acceptable. Here are some suggestions:

Cut 3x5 index cards in half
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Buy 110lb cardstock paper, use the on-line template, print them on your
printer, and cut them out.
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Buy a couple sheets of poster board and neatly cut them into 3x5 or smaller
flashcards.
 Alternatively, students may use a flashcard App on a smart phone or tablet. Quizlet is a
common app that many students use. There are many free Apps.
Use of Spanish in Class- The following chart represents the target amount of use of Spanish in
class. Students who use English, when they should have been able to communicate the
same idea in Spanish will be asked to repeat themselves in Spanish. Students are
allowed to use English in class when there is not a reasonable expectation that they
would be able to communicate at that level in Spanish. Students are expected to take
language risks and try beyond their personal comfort zone. If a student strongly feels
the need to communicate in English, they are encouraged to make an appointment with
me outside of class time.
Supplies- Students are required to provide a three ring binder, college-ruled filler paper, 3x5
index cards (or flashcard app), regular blue or black pens (gels okay), pencils (for
multiple choice assessments only), tissues, and any other supplies they may need.
Instead of filler paper and a notebooks, students may use a tablet or laptop with
Microsoft OneNote. At times, the use of coloring pencils may be helpful. Ink colors
other than standards blue/black are not allowed in this class and might result in work
not being accepted. Pencil may only be used, and is required on, certain tests.
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Testing ProtocolsThe following Testing Protocols are used in this class in order to maintain assessment
security and ensure the validity of scores. There will be no evaluation of a
student’s intent: students who violate these testing protocols are subject to the
consequences listed below.
From when the teacher announces that the assessment has begun until the teacher
announces that the assessment is over:
1)
2)
3)
4)
5)
6)
All electronic devices must be powered off, out of sight, and out of reach of the
student. Suggestion: Power off electronic devices, place them inside your
backpack, and put them underneath your desk. This includes earbuds and
wearable items (such as Smart Watches).
Students must remain seated and keep their eyes on their own paper.
Students may not communicate to anyone except the teacher: no talking, writing
notes, gesturing, etc. Students may raise their hand, and wait to be called on, to
talk to the teacher.
Students may not discuss the contents of the test with anyone until at least seven
calendar days after the assessment is given in class. Students may never provide
answers or discuss the content of assessments with someone who is enrolled in
the class, but has not taken the assessment.
Students may not have any items out or accessible except items that the teacher
announces are required for the assessment. Examples, a teacher may say to have
a pen or pencil out.
Unless otherwise stated by the teacher, all assessments are to be done without
the assistance of another person or thing, including notes the student previously
took.
Violation of this testing protocol will result in a zero on the entire assessment. There
will be no consideration as to the intent of the student.
Make-up Work- This is a University of California, college preparatory foreign language class.
There are two important reasons why make-up work in this class is significantly different
than other high school classes. First, you cannot make up oral or interactive practice
adequately on your own; if you miss practice in class, you will be behind regardless if
the absence is excused or not. Second, any oral (listening or speaking) or interactive
assessment must be made up with the teacher.
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Students who know that they will be absent from class ahead of time for athletics,
family reasons, doctor’s appointments, A.S.B., field trips, etc. must pre-arrange with me
how they will make up their work. In most cases, this will require the student to do
their work before the absence. This includes all graded items.
I consider it excessive if a student misses any more than four days of class per
semester, including excused and unexcused absences. Excessive absences almost
always negatively affect the student’s learning and consequently, their grade.
Generally speaking, students must make up work within the time frame of one day for
every day with an excused absence. In the case of something that needs to be actually
submitted, this can be done immediately before or after class by putting it in my hands
(do not leave anything on my desk). If a student has a good reason why he or she
needs extra time, I may allow for extra time and such special circumstances will be
determined on a case-by-case basis. Regardless, no make-up work will be accepted the
two weeks prior to final exams (during this time, students who have excused absences
will be excused from any daily missing work).
¡Importantísimo!
Do the best you can and make everything you do your
own!
This class is all about your ability to communicate in Spanish. Because we work on your
ability by practicing communicating, sometimes students lose focus on the purpose of
the class. You will not be asked to produce Spanish language greater than what you
have been taught. However, it might be tempting to try to talk about things outside of
your ability range or use someone else’s ability if you have fallen behind. Do the best
you can and make everything you do your own!
Always answer with your best Spanish, keeping in mind the purpose of the activity. For
example, if you are asked, “¿Cuál es tu deporte favorito y por qué?” (What is your
favorite sport and why?), and your favorite sport is basketball, but you have forgotten
how to say basketball in Spanish, you have one of three choices.
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1. Lie. Say that your favorite sport is baseball. (Remember, the task here
is not to reveal your life to the class, but to demonstrate your ability to
use Spanish).
2. Circumlocute the word: Say something like, “Mi deporte favorito es muy
interesante. Jugamos el deporte con muchas otras personas. No sé el
nombre del deporte.” (My favorite sport is very interesting. We play it
with many other people. I don’t know the same of the sport.”)
3. Say that you don’t know: No sé. (This option will obviously lower your
grade)
On graded assignments, you NEVER have the option to
1. Ask someone else for help: e.g., “How do you say ‘basketball’?” (Even if
you ask in Spanish! This class is about your ability to communicate. If
you pay attention in class and do what I ask, you will be able to answer
by yourself.) You may ask the teacher, in Spanish, for assistance, but
only the teacher.
2. Translate your answer from English to Spanish word for word (this is
worse than not answering). E.g., don’t say “Yo hacer conocer el nombre
de mi deporte favorito, pero lo es muy interesante.” (This is the result
of looking up each word in a dictionary to translate your idea from
English to Spanish. It does not make any sense at all and should never
be done.
3. Plagiarize by using an electronic translator (on-line or not), use someone
else to translate even one word of your response, or otherwise not use
100% your own language.
Plagiarism / Cheating in a foreign language- Plagiarism is unethical, immoral, against school
rules, and illegal. According to The American Heritage Dictionary, to plagiarize is “to
steal and use (the ideas or writings of another) as one’s own.” In a foreign language,
you are to create language. Using an on-line translator, asking someone “how do you
say… in Spanish,” or literal translating (using a dictionary to word-for-word translate) of
even your own ideas, is dishonest. You must create the language on your own.
Plagiarism, cheating, or any other type of academic dishonesty will result in
suspension, a zero on the task, a parent conference, and an administrative referral for
logging in the student’s permanent file. Additionally, the school administration may
take further actions.
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Translating vs. Creating Language- Language is far more than a new set of words. Language
is words as well as grammar, syntax, and cultural interpretation. You will not be
successful if you translate English sentences directly into Spanish. You must use the
Spanish that you have been taught to create your responses for this class. Please note
that in this class you will not be asked to create language beyond what you have
learned. However, this means if you fall behind or don’t retain your skills, you will be
incapable of responding to given tasks. You must be able to use vocabulary and skills
from previous lessons as you progress through the year and into future years of study.
The language learning in this class is sequential. That is, if you haven’t mastered the
content of one chapter, you will be incapable of doing the later chapters. This is
because communicative tasks build on skills. It’s kind of like learning a new dance. You
have to start with the basic steps. If you don’t practice them, you won’t be able to put
them together later to perform a dance. Forgetting one dance step may blow your
performance. Forgetting vocabulary will make learning of new material (presented in a
certain context) impossible. In other words, don’t get behind and retail all that you
learn! Practice, review, and practice some more!
National Foreign Language Content Standards
Communication Standards
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange ideas.
1.2 Students understand and interpret written and spoken language on a variety of topics
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Cultures Standards
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the
culture studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the
culture studied.
Connections Standards
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the
foreign language and its cultures.
Comparisons Standards
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied
and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and
their own.
Communities Standards
5.1 Students use the language both within and beyond the school setting.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and
enrichment.
Communicating with Sr. Trumps- I want to communicate with both students and parents on a
regular basis. The overcrowding of students in classes and the limited hours in a day
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makes this difficult. The best way to communicate with me is via e-mail
(JSTrumps@avhsd.org).
o
o
o
o
o
o
o
Parents:
Please e-mail me first. (JSTrumps@avhsd.org)
I will not accept phone calls from students or parents during class time. Do not ask to
be put through to my voice mail as that will cause a ring and disruption in the
classroom.
If you must call, please call the school switchboard and leave a written message. I will
get back to you as soon as I can, but please understand that by the time I receive the
message and get a few minutes to call you back, a couple of days may have passed.
You are invited to schedule an appointment. Please remember that district policy
requires that all visitors sign in at the switchboard.
Students
Please, don't interrupt "class time" with your individual problem that is not related to
what the whole class is doing at the moment. See me after class or when I've given you
individual work time in class. Due to the number of students, it is very probable that
you will have to make an appointment to come and see me before or after school.
Only email me from your official school Gmail account. Email from any other account
will either be directed to my spam filter or will be ignored.
I also encourage you to e-mail me. However, please know that while I might sometimes
be very quick to respond to your message, I may not get back to you instantly. Don't rely
on e-mail for something you need before the next class meeting.
Tardies- Any time the student comes to class late, it creates a disruption. In addition to the
obvious physical disruption, it also robes other students of my time as I have to adjust
attendance records. Anytime a student’s tardiness becomes a problem (including
excused tardies), appropriate disciplinary action will be taken. Typical consequences
include not being able to makeup missed work, a phone call home, after school or
lunch detention, a conference with teacher during non-class time, "community (within
the classroom) service," after school work, and/or VP/SOS referral. If it is clear that a
student is late, but could have been on-time (for example, the student is standing
outside the classroom talking to a friend when the bell rings), disciplinary action may
be given on the first offense. Also, if students repeatedly
disrupt class by coming to class with “excused” tardy
passes, he or she will be notified that I will not accept any
more “excused” passes from that student. In this case, it
will be the responsibility of the student to inform any
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other staff member that they cannot be late to my class. Tardy consequences also
exist at the school-wide level.
Grades & Weekly Progress Reports- Grades are posted on PowerSchool instantly (as soon as
they are graded). Parents, students, coaches, and counselors will have access to these
grades via their log-in and password. Therefore, I will not fill out “progress reports” or
“grade checks” that students may bring to class. Please go to PowerSchool at
www.highlandhs.org) to view detailed grade reports. Students can printout these
reports and bring them home if a parent/guardian does not have access to the
internet. Please call or visit the computer lab (538-0304 x236) if you need your login
information.
Text- Gahala, et. al, ¡Avancemos!, Boston: Mc Dougal Littell, 2007
Computer Practice- Students are encouraged to use the on-line practice at
http://classzone.com. Students will need to get the appropriate keywords from their
teacher.
Technology- Computers are a part of daily life today. Even the simplest of jobs or careers
today require students to use technology (ask someone who works at
McDonalds®). Some assignments will require students to use a computer. For students
who do not have an Internet ready computer at home, there are computers in the
classroom, the school library, and the Palmdale City Library
for students to use. Neat and correctly formatted, typed
work usually receives a more favorable grade than
handwritten work and may sometimes be
required. Students are encouraged to do their work
"digitally" (on a computer)! Additionally, written, audio, or
video samples of student work may be kept as a “digital
portfolio.” Students who have tablets or notebook
computers are highly encouraged to use them whenever
possible and appropriate. Microsoft OneNote is a free and
powerful program and is highly recommended.
The Spanish Speaking World- With 21 Spanish speaking countries and a variety of
regionalisms and social class distinctions within each country; there are many
different “types” of Spanish. While surveying regional differences, we will focus on
universal Spanish vocabulary and grammar. That means that you may know people
who speak differently than how we do in class. While you are encouraged to explore
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the differences in Spanish of the people that you know, you are expected to use
“standard,” educated Spanish in class. The reason for this is that many Spanish
speakers even have a hard time understanding other Spanish speakers who use
vocabulary, grammar, and pronunciation from particular areas. In order for the
language that you learn to be the most widely understood, we will use language that
is recognized throughout the world.
Seniors
Seniors are expected to take the full, regular final exam at the end of the year. As such,
it is not possible to take the Final on the “senior final day.” Seniors will be required to
make an appointment to come in, perhaps for several days, after school and/or
during lunch to take their final exam. Appointments must fit the teacher’s schedule,
so don’t procrastinate! Book them early!
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Class Website, Class Calendar, & AVUHSD Google Account
All students have a district-provide Google account. The use of this account is
required in this class. Access your account from the district Google page:
http://gapps.avhsd.org
Initially, your Google Apps login is your ID#. Your password is your first initial, last
initial and ID number (example John Smith 123456 would have as his initial
password JS123456). You will change your password the first time you log on.
Your district provided email address is your ID number @students.avhsd.org
(123456@avhsd.org)
You will access your class calendar and the class website while logged into your
district provided Google account (note that private Google accounts may not
work for accessing the class webpage & calendar). You must use your district
provided Google account in this class.
Class web page:
Spanish 1: http://tinyurl.com/trumps-uno
Spanish 2: http://tinyurl.com/trumps-dos
Class Assignment Calendars:
Spanish 1: webcal://icalx.com/public/jstrumps/Spanish_1_Calendar.ics
Spanish 2: webcal://icalx.com/public/jstrumps/Spanish_2_Calendar.ics
Classzone.com: You don’t need an account to access the Publisher materials there.