Spanish 3 Syllabus
Eisenhower Middle/High School
Maestra: Señora Hammen
Contact Information
Email: lori.hammen@nbexcellence.org
Schoology code: __________________________________
Course Description
¡Bienvenidos a la clase de español 3! This Spanish course is designed to expand your Spanish language skills
and to look more deeply into the various cultures of those who speak the language. Your capacity in the three
areas of language – presentational, interpersonal, and interpretive – will increase and become fine-tuned. At
the end of the syllabus, you will find the long-term goals for this course. These long-term goals correspond to
the categories in the Spanish 3 grade book, and will be used to calculate your grade for the course.
Course Outline
The cultural emphasis in Spanish 3 is Mexico; the majority of the readings, listening activities, and projects will
incorporate aspects of Mexican culture.
Unit
Descripción:
Grammar Focus:
Preliminary Unit
Bienvenidos
Personal interests, descriptions,
asking and answering questions
Unit 1
Viajamos a México
Leisure time activities, travel, food,
art
Present tense verbs(-AR, -ER –IR)
Stem-changing verbs in the
present
Ser/Estar
Preterito (past tense) regular and
irregular verbs
Unit 2
Creciendo en México
Unit 3
La Navidad mexicana
Childhood, extended family
Unit 4
El viaje
Unit 5
Mi casita mexicana
6-chapter book titled “El viaje de
su vida”
Household items, furniture,
appliances, items around the city,
asking and giving instructions
Careers, interview process
Unit 6
La profesional
Family celebrations, holiday
traditions
Imperfect (past tense)
Preterite vs. Imperfect
Verbs like gustar
Direct object pronouns
Indirect object pronouns
various
Future and conditional tenses
Present perfect (indicative)
Required Materials and Supplies
 3 ring binder: 1” or larger for Spanish class only- there is no textbook for this class, so it is essential to have a
binder. All papers received will be 3-hole punched for your organizational convenience.
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One dry-erase marker
Notebook or loose leaf paper
Writing utensils (at least 2 different types)
Headphones (occasional use)
Microphone (occasional use – can be checked out from the Eisenhower library)
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Grading Scale
Each student’s grade is based on academic achievement, which is measured by summative assessments such
as tests, projects, speeches/presentations, and short essays that test a student’s ability in each of the three
modes of communication (Interpretive, Interpersonal, and Presentational). The gradebook is divided into four
categories: Interpretive (30%), Interpersonal (30%), Presentational (30%), and Benchmarks (10%). Dividing the
gradebook by modes of communication allows students to easily identify their strengths and areas for
improvement related to the skill being measured. Homework is a practice tool and will not count toward the
student’s achievement grade. It is expected that all homework be completed so students can track their
progress toward their learning objectives. Homework completion will be tracked and posted on Infinite
Campus. In order for a student to have the opportunity to redo or retake an assessment, ALL homework must
be completed or the student forfeits this opportunity. Achievement is based on the following definition and
scale:
A = Advanced
B = Proficient
C = Basic
D = Needs Improvement
Student has an advanced
understanding of the
material.
Student has a proficient
understanding of the
material.
Student has a basic
understanding of the
material.
Student is below the
required minimum of
understanding the material
to advance to Spanish 2.
D+
67-69%
D
63-66%
D60-62%
A+
A
A-
97-100%
93-96%
90-92%
B+
B
B-
87-89%
83-86%
80-82%
C+
C
C-
77-79%
73-76%
70-72%
F = <59%
Semester Grade Weight
With the above information in mind, the semester grade will be determined as follows:
*At the end of Quarter 1, all assessment scores will be rolled into Quarter 2. Quarter 2 will then accurately
reflect the Semester 1 grade – a cummulative grade for both Quarter 1 and 2.
*At the beginning of Quarter 3, the scores will be cleared in order that students view their progress grades for
Semester 2 in a similar fashion.
Academic Honesty
Students should understand that using an online translator for more than a single word is tantamount to
cheating. I would certainly prefer a student to write five original sentences than a hundred sentences that a
computer program translated. Students may use a dictionary/translator/Spanish speaker for words here and
there, but NOT for full sentences and phrases. This is considered cheating and will be treated as such. If use of
an online translator is detected, the student will be subject to the consequences of Academic Dishonesty as
outlined by the School District of New Berlin:
http://www.nbexcellence.org/parents/parent_academichonesty.cfm.
Retake Policy
Students who have completed all of their homework are strongly encouraged to retake any and all benchmark
assessments in a timely manner. Students must provide evidence of additional practice that they did specific
to the learning target before retaking an assessment. Any and all retakes (all retakes will be different versions)
must be completed promptly (within 3 days of receiving feedback from the first assessment). After that time,
the option to improve one’s grade is no longer available. (However, students are still encouraged to continue
working with the teacher to master the content).
Make up and re-takes apply to benchmark exams. Retakes DO NOT apply to SUMMATIVE ASSESSMENTS. All
summative assessments are taken ONCE.
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Late Work Policy
Late work on practice exercises is not encouraged. Homework ‘points’ (which count toward having the right to
retake and are a way to measure progression toward a learning goal) are earned when a student has an
assignment fully completed at the time when it is due. Having this completed gives the student the right to
retake/redo benchmark assessments. Homework/practice is checked and discussed in class, where students
are expected to correct any errors and make notes on what they need to work on. If a student frequently
chooses to turn in assignments late or does not have the work satisfactorily completed, the student may be
asked to work with the teacher outside of the class period in order to demonstrate that he/she is at the
appropriate skill level necessary to move forward.
Absence Policy
 Daily attendance is essential because listening to and practicing Spanish are the two most important
elements in developing oral proficiency. They are also the two most difficult elements to “make-up”
after absences.
 Check with the absent binder and your “compañero” (classmate) about missed assignments. Please
ask if you have additional questions.
 If you were absent the day before an assessment but it was announced prior to your absence, you will
be expected to complete the assessment in class the day it is given.
 Please inform me as soon as possible prior to missing class due to a field trip, appointment, etc. I will
do my best to give you any materials you will need so you can stay current with the class.
 Make-up work, including tests and quizzes, is to be promptly completed outside of class time (within
1-2 days). This must be done in a timely fashion in order not to fall behind in class.
Teacher Availability
 In the morning by appointment
 Tuesday, Thursday, and Friday afternoons from 2:30-3:00 p.m. (or later by appointment)
Long-term Goals for Spanish
In language learning, there are three "communicative modes" that place primary emphasis on the context and
purpose of the communication. These three modes are:
 Interpersonal
 Interpretive
 Presentational
Your grade in Spanish class will be mainly based on these three modes of communication. Each of these three
modes represents a category worth 30% of your overall grade. The additional category (Benchmarks)
constitutes the additional 10%. Each mode of communication involves a particular link that is developed
gradually over time between the language and its underlying culture. Modern languages employ a balanced
use of these three modes while in learning classical languages, the interpretive mode predominates with
occasional use of the presentational mode.
The Interpersonal Mode
Two-way communication between individuals that uses receptive skills
(listening and reading) and productive skills (speaking and writing). The
interpersonal mode is characterized by active negotiation of meaning
among individuals. Participants observe one another to see how well their
meanings and intentions are being communicated and make adjustments
and clarifications accordingly. The interpersonal mode is most obvious in
conversation, but can be realized through reading and writing, such as the
exchange of personal letters or e-mail messages.
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The Interpretive Mode
One-way communication that uses the receptive skills of listening and
reading. The interpretive mode is focused on the appropriate cultural
interpretation of meanings that occur in written and spoken form
where there is no active negotiation of meaning with the writer or the
speaker. The Interpretive mode includes “one-way" reading or listening,
the cultural interpretation of texts, movies, radio and television broadcasts, and speeches. Interpretation
differs from comprehension in that the former implies the ability to "read (or listen) between the lines."
The Presentational Mode
One-way communication using the productive skills of speaking and
writing. The presentational mode refers to the creation of formal messages
to be interpreted by listeners or readers without opportunities for the
active negotiation of meaning. Examples of the Presentational mode
include the writing of reports and articles or the presentation of speeches.
These examples of "one-way" writing and speaking require a substantial
knowledge of language and culture from the outset, since the goal is to
make sure that the listening or reading audience will readily understand the
messages conveyed.
Benchmarks
Students demonstrate that they are making progress toward the larger goals by meeting various benchmarks
throughout each chapter. Examples of this include grammar and vocabulary quizzes, in-class partner and
group conversations, and informal writing assignments
Dear Spanish Student:
¡Saludos! My goal for this year that we, as a class, work together to gain confidence and grow in our ability
to use the Spanish language to communicate! As we work together to achieve this goal, keep in mind that
almost every activity, project, and assessment that we complete will center upon the three essential questions
that apply across the Spanish curriculum:
1. How do patterns help us learn?
2. What is effective communication?
3. How does culture influence how we see the world?
In class, it is incredibly important that you listen carefully and do your best to understand what is being heard
or read. It is NOT essential that you understand each and every word, but that you are able to use context
clues, gestures, and facial expressions to gain an overall understanding of the intended message in the target
language. Don’t worry about making mistakes—mistakes are great! They are the best way for us to learn.
Some important things to keep in mind as we move into this year’s material:
 Language is for communication. This class will offer countless opportunities for students to interact
with and practice Spanish. Those students that take advantage of the support and opportunities
offered throughout the class will be those that are most able to progress in using the language to
communicate.
 In class, the vocabulary and grammar topics will be introduced through activities in order to learn them
in practical contexts. Come to class each and every day with an open mind and a willingness to
participate!
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
You will need to bring your required materials to class for reference and taking notes. In addition, you
will need a sense of adventure and a sense of humor. We’re going to learn by doing and by speaking.
At some point, you’ll probably make a mistake. If you can see these mistakes as opportunities for
growth for you and for your classmates, we will be successful in achieving our learning goals.
 In-class participation and effort are extremely important because they help students to refine their
language skills. Proficiency will be evaluated on a daily basis using the criteria of linguistic functions
student can use appropriately, breadth and depth of vocabulary, degree of grammatical accuracy, and
pronunciation and intonation. You are expected to participate willingly in order to demonstrate your
proficiency. As you progress in your foreign language skills, you will be expected to use Spanish in
appropriate ways in the classroom.
 Everyone learns language differently. Therefore, it is of highest importance that you work to the best
of your ability to improve your language skills each and every day. This is best accomplished by
consistent class participation, completing all assigned homework, and looking for opportunities to use
Spanish outside of the classroom.
 I urge you to come for extra help as soon as you may feel you need it. I also encourage you to work
with your peers! Keep in mind that working together is MUCH different than having someone else do
your work.
 When doing work, please DO NOT USE computer translators! These translators will not help you learn
the language, and you are doing yourself a disservice by finishing work this way.
 Your grade is based entirely on assessments. Each assessment is broken up into one or more
categories (interpretive, interpersonal, presentational), and you’ll receive a separate grade for each
category. This will help you track your progress in terms of SKILLS and focus your studying to where
it’s most needed.
 Homework will not count towards your grade, but will earn you the right to retake/redo assessments.
 If you choose to arrive late to class, there will be consequences.
 Please take advantage of the extra help sessions that will be offered after school or by appointment.
 Concerning tests/ quizzes or work that you miss due to absences, it is YOUR responsibility to make up
the work. If a test is announced ahead of time and you are absent the day before it, plan to take it in
class that day.
 If you are excused the day of an exam, you will have one day to make up the exam. Please come to
me ahead of time if you will be missing school for personal/family reasons.
 As a reminder, it is up to you to determine when you need extra assistance or materials for days you
may have missed or concepts you may not have understood. It is your responsibility to let me know
what you need from me under these circumstances.
 To reiterate, speaking only Spanish in class ALWAYS enhances your learning process. Make a
commitment to your own learning and decide that you will speak in Spanish as often as you are able
during the class. If you set a good example for your peers, we will be able to create an environment in
which everyone feels encouraged to learn!
 Take responsibility for your own learning. YOU determine how hard you work and YOU can determine
how well you perform in this class. By making a consistent effort and a positive contribution to the
class, we can all work together to achieve our goals.
 Remember: having an open mind, heart and attitude towards other people and cultural realities is
essential. Open, honest communication is something that can only stem from trust. Please consider
that both you and your classmates deserve a safe environment in which to learn, and strive to exert a
positive influence on that environment each and every day that you enter the classroom. Let’s have a
great year!
I am excited for our class to get underway! Please feel free to contact me anytime if you have any questions or
concerns. Please keep this syllabus in your binder so that you may refer to it whenever necessary.
Un saludo cordial,
Señora Hammen
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Spanish 3 – Sra. Hammen (2014-2015)
PLEASE READ THIS SYLLABUS AND LETTER WITH YOUR PARENT(S) / GUARDIAN. It will be separated from the
packet and turned in. Please keep the rest of the packet in your binder.
To demonstrate that both you and your parent(s) or guardian(s) understand the expectations for this class,
please read and initial each of the following statements. When you have finished, please sign and date the
bottom of the form and submit it to Señora.
Student
Initials
Classroom Expectations
Parent/Guardian
Initials
I understand and accept that Spanish will be spoken by the instructor during
90% of the classroom time in order that I/my child be exposed to as much
of the language as possible throughout the year.
I understand and accept that the use of an online translator (not a
dictionary) will result in my/my child’s needing to redo the assignment.
I understand and accept that benchmark assessments may be retaken ONLY
IF all homework assignments have been completed and turned in to the
instructor.
I understand and accept that outstanding work that has not been
completed by the end of the semester will result in a grade of INCOMPLETE
until ALL missing work has been completed according to minimum
expectations and submitted to the instructor.
I understand and accept that technological malfunctions are NOT an
appropriate reason for the late submission of assessments requiring the use
of technology. In order to accommodate the needs of all students, the
necessary technology is available for student use in the school library.
We have read the syllabus, letter, and expectations carefully with our son/daughter and fully understand what
Señora Hammen will expect from him/her.
Student’s name: _________________________________________________________________Hour ____
Student’s signature/date: __________________________________________________________________
Parent’s/Guardian’s signature/date:
______________________________________________________
Parent’s preferred email address: ___________________________________________________________
Additional Comments or questions:
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