Spanish II Syllabus 2015-16
Teachers:
Lucila L. Thompson
thompsonl@calhounschools.org
Emily Thompson
thompsone@calhounschools.org
Textbook:
¡Avancemos! Holt McDougal Level 2, Verb Drills Book, classzone.com, Teacher Resources Practice Book,
Spanish Year One, Ven Conmigo 2, MyTareas.com.
General Course Description:
This course focuses on the continued development of communicative competence in the target language and understanding of the
culture(s) of the people who speak the language. It assumes that the students have successfully completed a Level I course or are at a
Novice-Mid level of proficiency. Students begin to show a greater level of accuracy when using basic language structures, and they
are exposed to more complex features of the language. They continue to focus on communicating about their immediate world and
daily life activities, read material on familiar topics, and write short, directed compositions.
Grade Percentages:
Formal Assessments:
Informal Assessments:
Final Exam:
Materials:
45% (tests/projects)
1. 3-ring binder
35% (quizzes/HW/CW)
2. Pen or pencil
20%
3. Notebook paper
100%
Honors: A total of 3 points will be added to the final average of Honors class students.
Homework/Classwork: You will receive 4 grades per lesson: 3 regular grades and 1 test grade. You may add 2 more grades: one
regular and one test grade. You may lose/earn additional points on all grades. All homework and classwork is due on the DAY OF
THE TEST. You will only have the 2 days after the test to turn in late work. ALL late work will be labeled as LATE and will
receive a total deduction of 30 points. Late work submitted over 2 days late from date of test will NOT be accepted unless there is an
extraneous circumstance to substantiate acceptance.
Class Expectations: Education works best when it is a collaborative effort, so I look forward to not only teaching you, but also
learning from you as well. Please know that your cooperation will be expected in following all CHS and classroom policies and
procedures. In short,
1. Be prompt.
Procedures: a. EQ—5 min.
2. Be prepared.
b. Instruction—10-15 min.
3. Be polite.
4. Speak Spanish.
c. Work Time—25-30 min.
d. Closing—10-15 min.
Teacher Detention: I will assign detention for certain infractions: 2 disruptions, cell phone use in class. Detention must be served
within 24 hours. Detentions last 15 minutes and may be served at (a) 7:30-7:45 or (b) 3:15-3:30. Two detentions in the same week
will warrant a formal office referral. Come ready to work during detention. NOTE: Cell phone use will always warrant a formal
office referral.
Curriculum:
 August:
Leccion Preliminar: Vocabulary: identify/describe people, activities, say where you go, food, describe how you feel…Grammar:
use ser de, gustar with infinitives, definite/indefinite articles, tener, adjectives, ir, ir +a + place, estar, hacer, preterite, stem-changing
verbs, ir + a + infinitive.
 September:
Chapter 7 (Spanish Book 1): Vocabulary: Technology, events, negative/indefinite situations, parks, places of interest, phone
courtesy, invitations…Grammar: preterite of regular verbs, affirmative/negative words, preterite of ir, ser, hacer, prepositions.
 October:
Chapter 1 (Spanish Book 2): Vocabulary: travel preparations, at the airport, ask for information, around town, going on vacation,
gifts/souvenirs, describe the past …Grammar: direct/indirect object pronouns, preterite of –ar verbs and of ir,ser, hacer, ver, and
dar.
 November:
Chapter 2 (Spanish Book 2): Vocabulary: talk about sporting events, competitions, equipment, emotions, describe athletes, and
discuss health, daily routine, parts of the body, personal care ítems, clarify sequence of events, adverbs of frequency…Grammar:
preterite of –er/-ir verbs, demonstrative adjectives, reflexive verbs, and present participle.
 December:
Prepare for Final Exam
 January:
Chapter 3 (Spanish Book 2): Vocabulary: talk about shopping, express preferences/opinions, ítems at the market, expressions of
courtesy, ask for help…Grammar: present tense of irregular yo verbs, pronouns after prepositions, irregular preterite verbs,
preterite of ir and stem-changing verbs.
Prepare for Final Exam.
 February:
Chapter 4 (Spanish Book 2): Vocabulary: talk about a legend, ancient civilizations, modern civilization…Grammar: imperfect
tense, preterite tense review, preterite of –car, -gar, and zar verbs, more irregular preterite verbs.
 March:
Chapter 5 (Spanish Book 2): Vocabulary: food ingredients, food preparation, describe food, having meals,…Grammar: usted(es)
commands and pronoun placements, phrases used in restaurants, dessert places, setting the table, restaurant dishes, food
preparation, …Grammar: affirmative/negative words, double object pronouns.
 April:
Chapter 6 (Spanish Book 2): Vocabulary: making movies, types of movies, how movies affect you, extending/responding to
invitations, movie premieres, express hopes/wishes, acceptance speech phrases…Grammar: affirmative/negative tú commands,
present subjunctive with ojalá and with verbs.
 May: Prepare for Final Exam
Detailed Course Description:
The Level II language course focuses on the continued development of communicative competence in the target language and
understanding of the culture(s) of the people who speak the language. It assumes that the students have successfully completed a Level
I course or are at a Novice-Mid level of proficiency.
Students begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex
features of the language. They continue to focus on communicating about their immediate world and daily life activities, read material
on familiar topics, and write short, directed compositions. The major means of communication between students and instructors
will be in the target language. Because students may begin formal language learning at various stages of their cognitive
development, teachers must adjust vocabulary and content in order to reflect developmentally appropriate interests.
This course may be taught over two years (e.g., middle school programs), over one year (e.g., traditional high school programs), or
during one semester (e.g., 4 x 4 block schedule). An important component of language classes is the use of the language beyond the
classroom in the real world. The integration of technology is an important tool in accessing authentic information in the target
language and in providing students the opportunity to interact with native speakers.
By the end of Level II, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency
in listening and reading (ACTFL Proficiency Guidelines, 1999).
SLO:
LEA developed SLOs are content-specific, grade level learning objectives that are measurable, focused on growth in student learning,
and aligned to curriculum standards. As a measure of teachers’ impact on student learning, SLOs give educators, school systems, and
state leaders an additional means by which to understand, value, and recognize success in the classroom.
The primary purpose of SLOs is to improve student learning at the classroom level. An equally important purpose of SLOs is to
provide evidence of each teacher’s instructional impact on student learning (GADOE). The pre assessment window for fall semester is
August 17-21, 2015. The post assessment window for spring semester will be during final exams. Specific dates will be released at
the beginning of spring semester.
It is important that students who sense they are falling behind or struggling seek help promptly. Students who need tutoring
will need to make an appointment 1-2 days prior and must come prepared with all materials needed. Parents may also make
an appointment. I am available most days before (7:30am) and after school (til 4pm).
CONTACT MRS. LUCILA THOMPSON at:
CHS: (706) 629-9213
E-MAIL: thompsonl@calhounschools.org
Cell #: 678-986-9471 (for text messages only)
Please sign and date after you have read this course syllabus.
Student: ___________________________________________________________________________________________
Parent/Guardian: ___________________________________________________________________________________
Student’s printed name: ______________________________________________________________________________
Date: _____________________________________________
CLASS BLOCK: _________________________