George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
E-mail: vcarlin1@cps.edu
Office hours: Tuesdays: 3:30pm-4:30pm (or by appointment)
Course Description
¡Bienvenidos a la clase de español! The Spanish II course begins with a review of
essential Spanish I skills. The level of instruction assumes a basic knowledge of grammar
concepts and vocabulary you learned in Spanish I. There will be an emphasis on
communicating in Spanish through listening, reading, speaking, and writing in various
aspects of time. You will also study Hispanic/Latino culture, geography, and history. You
will participate in cooperative activities as well as complete written and oral exercises to
practice new vocabulary and grammar concepts. Taking Spanish II will not only teach you
the Spanish language, but it will also make you a diverse individual by learning its’ exciting
history and customs. ¡Buena Suerte!
Unit Name and Essential Questions:
Name of Unit
Unit 1: Regreso a clases/Back to School
Unit 2: La identidad/Identity
Unit 3: La moda/Fashion
Unit 4: Tradiciones/ Traditions
Essential Questions
What factors carry important role in your
educational experience? ¿Qué elementos
ocupan un rol importante en tu experiencia
escolar?
What makes other schools different than
yours? ¿Cómo se difercian otras escuelas a
la tuya?
How does appearance influence an
identity?
¿Cómo influye la apariencia a la
identidad?
How does culture influence identity?
¿Cómo influye la cultura a la identidad?
How does fashion influence society?
¿Cómo influye la moda a la sociedad?
How are traditions passed down through
generations?
¿Cómo ser mantienen las tradiciones entre
generaciones?
How does celebrating festivities influence
interaction in communities? ¿Cómo
influyen las celebraciones el convivio en la
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
Unit 5: Heroes/Héroes
Unit 6: Television and the media/La
Televisión
Unit 7: La comida/Food
Unit 8: Going on a Journey
Major texts:
Realidades 2
Buen Viaje 2
Course Content Standards
comunidad?
What makes a person a hero?
¿Qué hace a una persona un héroe?
How can I be a hero in my community?
¿Cómo puedo ser un héroe en mi
comunidad?
How is television a component in our
society? ¿Qué papel lleva la television en
nuestra sociedad?
How do television shows differ through
different cultures? ¿Cómo se diferencian
los programas de television en diferentes
culturas?
How does food become personal in a
community or in a culture? ¿Cómo se
convierte la comida en algo personal en
una comunidad o cultura?
What influence does the American culture
have on Hispanic cuisine?
¿Que influencia tiene la cultura
estadounidense en la cocina hispana?
How can traveling to a foreign country be
beneficial? ¿Cuales son los beneficios hay
en viajar paises extranjero?
Why do manners differ within Hispanic
countries?
¿Por qué existen diferentes modales entre
los paises hispanos?
Minor Texts:
“Direct from Spain”
Newspaper articles
Magazine Articles/Advertisements
Song Lyrics
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
Common Core: Washington High School will focus on 3 common core standards that will be
demonstrated through students’ ability to engage in a Close Reading to Write
Writing Anchor Standard 1. Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Writing Anchor Standard 4. Produce clear and coherent writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Reading Anchor Standard 1. Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information.
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College Readiness Standards-Reading
Main Ideas and Author's Approach-Identify a clear main idea or purpose of straightforward
paragraphs in uncomplicated literary narratives (16-19)
Supporting Details-Locate simple details at the sentence and paragraph level in uncomplicated
passages (16-19)
Sequential, Comparative, and Cause-Effect Relationships- Determine when (e.g., first, last,
before, after) or if an event occurred in uncomplicated passages. Recognize clear cause-effect
relationships described within a single sentence in a passage. Recognize a clear function of a
part of an uncomplicated passage. (13–15)
Meanings of Words-Understand the implication of a familiar word or phrase and of simple
descriptive language. (13–15)
Mid-Years-Program Criterion
A- Oral communication
This objective encompasses all aspects of listening and speaking. It refers to enabling the
student to construct meaning through the process of internalizing meaning and
articulating thoughts using speech in a variety of ways in the target language.
B -Visual interpretation
This objective involves the student in interpreting and constructing meaning from visual
text to understand how images presented with oral and written text interact to convey
ideas, values and attitudes. Engaging with text requires the student to think creatively and
critically about what is viewed, and to be aware of opinions, attitudes and cultural
references presented in the visual text. The student might, for example, reflect on feelings
and actions imagine him or herself in another’s situation, gain new perspectives and
develop empathy, based on what he or she has understood in the text.
C -Reading comprehension
This objective refers to enabling the student to construct meaning from written text by
making inferences and interpretations. Engaging with text requires the student to think
creatively and critically about what is read, and to be aware of opinions, attitudes and
cultural references presented in the text. The student might, for example, reflect on
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
feelings and actions imagine him or herself in another’s situation, gain new perspectives
and develop empathy, based on what he or she has understood in the text.
D- Writing
This objective relates to the developmental process of writing.
The student is expected to be able to:
• organize and express thoughts, feelings, ideas, opinions and information in writing
• write for specific purposes
• develop accuracy when writing in the target language
Mid-Years_Program Aims:
•Enable the student to reach an appropriate degree of understanding of the language and
to use this understanding for a variety of purposes
•Enable the student to understand the nature of language and the process of language
learning, which comprises the integration of linguistic and cultural components
• Develop the student’s appreciation of the literary merit of classical texts and an
awareness of the issues raised in them
• Offer insight into the cultural characteristics of these civilizations and their connection
to our times (the modern world)
• Encourage an awareness and understanding of the perspectives of people from other
cultures by exploring varied sources of information
• Provide the student with a basis for further study and work through the process of
inquiry and the development of thinking and learning skills
• Foster curiosity and provide intellectual stimulation and enjoyment in language
learning.
Materials
The following materials should be brought to class each day:
 One 1” three ring binder with loose leaf paper for class assignments and handouts
o 5 dividers (Bell ringers, notes, classwork, homework, tests/quizzes)
 Pencils and/or pens
 Highlighters
*I also recommend that you buy an English-Spanish/Spanish-English dictionary for
your use throughout this course and throughout your life as a Spanish Speaker.
Expected Behaviors:
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
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Patriots arrive to class on time, every period, every day
Patriots dress professionally by following the uniform policy all day, everyday.
Patriots respect the electronics policy by refraining from use while in the building.
Patriots take a stand against bullies. They don’t bully, even, on-line.
Patriots use hall passes when traveling through the halls during class periods.
Class Participation: Speaking is an integral part of learning a foreign language.
Although we are in the beginning levels of instruction, students will be expected to use
Spanish in class as much as possible. You will not be penalized for incorrect answers, so
don’t be shy! A positive attitude, a willingness to learn, and being prepared are also
important parts of your class participation grade. Not doing homework, working on
materials for other classes during Spanish class, and/or being disrespectful will have a
negative effect on your grade. Students are expected to be present and participate each
day. If a student misses a class or part of a class for any reason, then he/she will be given
an opportunity to make up the work through a variety of assignments provided by the
teacher. Note: In order to do so, the absence must be EXCUSED!
Make-up Work: A student is expected to make up all work missed regardless of the
reason for the absence. The student is responsible to find out from the teacher what work
was missed. All assignments missed due to an excused absence must be turned in. You
must see me on the day you return to make arrangements for missed tests and quizzes.
Grading policy:
Your grade will be comprised of the following elements:
TIA Assessment 10%
1x quarter
Formative Assessment 30%
2-3 a week
Summative Assessments 30%
Unit /5 Quarter Semester
Quizzes 20%
2-3 a week
Homework 10%
1-2 a week
Grading Scale:
A-100-90
B-89-80
C-79-70
D-69-60
F-59-below
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
Attendance and Tardies:
You will arrive to class on-time all day, everyday. The school policy will be followed and
enforced.
Contact information:
You can contact me through the school at (773) 535-5725 or via e-mail at
vcarlin1@cps.edu
George Washington High School
Spanish II MYP-Syllabus
Ms. Carlin
Dear Parents:
September 4, 2012
I am pleased to be given the opportunity to teach your child in my class. Your
involvement is important to his or her success in this (or any) class. Please review this
syllabus with your child. If you have any questions or concerns, please contact me at the
school or by email. I look forward to working with your child.
Queridos padres,
4 de septiembre del 2012
Es un placer tener la oportunidad de enseñar a su hijo(a) este año escolar. Su
participación es muy importante en la educación de su hijo(a). Favor de leer el plan de
estudios con su hijo(a). Cualquier pregunta por favor de comunicarse conmigo por
medio de la escuela o por correo electrónico.
Thank you /Gracias,
__________________________
Ms. Carlin
George Washington High School
Spanish Teacher/Maestra de español
My signature confirms that I have read the class syllabus and that I understand the
expectations and requirements of the class.
Mi firma confirma que he leído el plan de estudios y que reconozco los requisitos de la
clase.
___________________________
Student’s First and Last Name (Print)
___________________________
Signature of Student
______________________
Date
___________________________
Signature of Parent or Guardian
_______________________
Date