ESPAÑOL 3 – THIRD YEAR
Instructor:
E-mail:
Señora Chávez-Franco
chavezm@dearbornschools.org
Room: E-7
Classroom Phone:
(313) 827-7374
IBlog: http://iblog.dearbornschools.org/chavezfranco/
Text: Exprésate
Publisher: Holt, Rinehart & Winston
Situaciones – Spanish for Mastery 3
D.C. Heath & Co
Other Texts and Handouts (reading selections and grammar materials)
Materials Needed:
Binder (1” – 2”)
Notebook Paper
5 dividers
Formative Folder
Spanish / English Dictionary
POSITIVE ATTITUDE
Exprésate Online Access:
Go to:
http://my.hrw.com/
Student I.D.: achavez1404
Password:
m5x9j
Proficiencies:
This third year of Spanish is a continuation of Spanish 1 & 2. Additional grammatical structures and their uses are introduced and
vocabulary is increased. Reading and writing skills are further developed. Cultural knowledge is increased.
In addition to reinforcing the objectives from levels 1 & 2, students will:
 Demonstrate continued accurate control of the sound system.
 Recognize basic structural patterns of speech and use them in everyday conversational situations.
 Write an original composition demonstrating control of the basic elements of the target language.
 Read selections appropriate to the student’s ability and be able to converse in simple terms about them.
 Recognize, compare, and contrast the significant facets of life and the geographical features of countries
studied.
 Demonstrate comprehension of advanced vocabulary and grammar in oral and written formats.
Evaluation:
All Dearborn Public Schools grading and reporting will support the learning process and encourage student success.
Grades measure a student’s mastery of the course content expectations. Students have two assessment categories:
Formative 20%
Standards Based
Grading Scale:
EXCELLING:
3.75 – 4.00 = A
3.50 – 3.74 = AMEETING:
3.25 – 3.49 = B
3.00 – 3.24 = B
2.75 – 2.99 = BAPPROACHING:
2.50 – 2.74 = C+
2.00 – 2.49 = C
1.75 – 1.99 = CBEGINNING:
1.50 – 1.74 = D+
1.25 – 1.49 = D
1.00 – 1.24 = DNOT MEETING
MINIMUM:
0.00 – 0.99 = E
Formative assessment is a method of continually evaluating students’ academic needs and development
within the classroom and it precedes any summative assessments. Formative assessment is used by
TEACHERS AND STUDENTS during instruction to provide explicit feedback to adjust ongoing teaching
and learning to improve students’ achievement of intended instructional outcomes. In order to show
students how to close the gap between where they are academically and where they want to be, teachers
must help students evaluate their progress in the learning process and give them continual, explicit,
descriptive feedback specific to the learning task. With DAILY PARTICIPATION, PRACTICE AND
FORMATIVE ASESSMENTS students will be able to answer the following questions:
1.
Where am I going / Where do I want to be?
2.
Where am I now / What do I know?
3.
How can I close the gap between the two / How can I get to where I want to be?
Formative assessments will consist of, but are not limited to: student’s participation, daily activities and
assignments, homework, games, songs, notes, quizzes and other in class activities. Points will be deducted
for lack of participation, missing or incomplete assignments and homework.
Summative 80%
Summative assessments are cumulative evaluations used to measure student growth after instruction,
practice and formative assessments. Summative assessments are generally given at the end of a unit, or
course in order to determine whether long term learning goals have been met. Summative assessments are
not like formative assessments, which are designed to provide the immediate, explicit feedback useful for
helping the teacher and student during the learning process. Summative assessments include, but are not
limited to: end-of-unit tests and projects, end-of-semester cumulative exams, and performance assessments
that assess student’s skills in listening, reading, writing, speaking, and cultural understanding.
If you miss a test or a quiz, it is your responsibility to make it up within 1 week after you return. You may
retake unit tests if you request and complete the test retake/correction form. The retest will NOT be the
same test, but will cover the same material. Students must complete the retake/correction form and retake,
or make the corrections AFTER SCHOOL within 1 week that the original test was returned to you. For
selected quizzes and unit tests students will be given the opportunity in class to make corrections and gain
½ points back for each mistake.
Student’s evaluation will come from:
Daily activities
Projects
Daily assignments
Tests/Exámenes
Quizzes/Pruebas
Formative evaluation folder
Spanish Binder
Participation/Citizenship/Attendance
Unless prior arrangements have been made, late work will not be accepted or will not receive full
credit. Make-up work is only accepted in case of an EXCUSED ABSENCE. It is the student’s
responsibility to have all work made-up within 1 week of original assigned date. Students may be
asked to stay after school to make-up missing work. IT IS THE STUDENT’S RESPONSIBILILTY
TO SEEK MAKE-UP OR MISSING ASSIGNMENTS!
Binder: The Binder is a very important part of class. In this you MUST have ALL of your notes, vocabulary, homework, handouts,
etc. IT MUST BE KEPT ORGANIZED. Binders are required by the beginning of the second week of classes. Every marking period
the binder will be graded. This can be an easy daily grade.
The sections of the Binder/Notebook are as follows:
I.
II.
III.
IV.
V.
Class Syllabus, Unit Objectives
Class Notes, Verbs, Charts, etc. . .
Bell Assignments & Writing Journal
Daily Assignments, Textbook Assignments, Cultural activities
All Handouts, Homework, Quizzes, Tests, Quiz Corrections
TEXTBOOKS: In the World Language Department students will not be taking a textbook home. Students will be assigned a
textbook to use during class. Students will be responsible for the textbook assigned to them. Any damage must be reported as soon
as it is noted so that you are not held responsible for charges. Failure to notify the teacher of any damage will cause you to be
fined. Each student will be assigned a password to access the online version of the textbook from home.
Spanish Classroom Expectations
RESPECT: Respect is very important in class. Be courteous to your fellow students. Respect their property and their right to learn.
Also, it is very important to respect all of the materials in the classroom and to respect the culture that we will be studying.
Concentrate on your own work at all times. Do not socialize with your neighbor. Do not make distracting noises. Participation
points will be deducted and or lost for disruptive behavior, refusal to participate, or excessive absences/tardiness.
BE ON TIME: Be in your seat when the bell rings or you will be marked tardy. If there is bell work, begin it immediately. The
attendance rules and regulations for Edsel Ford High School will be followed. As stated, four tardies is considered an absence.
Similarly, two lates (5-15 minutes past the start of class) is considered an absence. Any student who is over 15 minutes late to class
will also be considered absent. When a student has 10 or more excused or unexcused absences in one semester he or she will receive
reduced credit. This can be avoided if documentation is submitted to the attendance office no later than 10 school days following the
absence OR the student earns a 78% or higher on the end of term common/comprehensive assessment or test out exam.
COME TO CLASS PREPARED: This is extremely important! Each student will need to bring a pen or pencil, his or her
binder, printouts, and papers to class everyday. Most, not all, of the worksheets used in class will be posted and accessible on my
IBLOG http://iblog.dearbornschools.org/chavezfranco/ Spanish dictionaries are available for classroom use. However, students are
required to have and bring their own. Five points will be deducted each day the student comes unprepared. Students may not
leave the room during class unless they are called to the office or there is an emergency.
HOMEWORK: Homework must be finished and ready to turn in when class begins. Any homework assignments that are not
collected should be put into the student’s binder and will count as part of the binder grade. Please read the section on evaluation on
syllabus for information regarding late, or missing work. Homework will also be posted and accessible on my IBLOG.
EXTRA HELP: Please see me or e-mail me chavezm@dearbornschools.org if extra help is needed. Spanish National Honors
Society tutors are also available.
SHARE THIS SYLLABUS WITH YOUR PARENTS, SIGN AND DATE, AND PLACE IT IN YOUR BINDER.
I have read the rules and the information on these pages carefully and will retain this information my Binder.
Core Values of Dearborn Public Schools:
Honesty – La Honradez
Integrity – La Integridad
Respect for self and others – El Respeto a si mismo y a otros
Responsibility – La Responsabilidad
Courtesy – La Cortesía
Student’s Signature: ____________________________________________________ Date: _____________
Parent’s Signature: _____________________________________________________ Date: _____________