Viangie S. Gibson Syllabus 2011-2012 Email: Gibson@northwestern.k12.oh.us Phone: 937-964-1324 (HS) Phone: 937-964-1391 (MS) Spanish 1 Class Time: 1, 2 and 3rd at HS and 5, 6 and 7 at MS Require materials: The following materials are required on a daily basis. - Realidades textbook and workbook - Binder - Composition notebook only - Pencil - Folder Course objective: The student will develop a novice-low to novice-mid proficiency in the language by engaging in a variety of communicative activities that focus on developing reading, writing, speaking and listening skills in the foreign language. In addition, the student will develop cultural awareness and become prepared to encounter real life situations outside of the classroom through discussions of cultural customs and behavior and by reading authentic materials written in Spanish. Expectations: Participate daily and ask questions when you don’t understand. Come prepared and ready to learn. Respect yourself, your classmates, and your surroundings. No foul language will be permitted in class. Cell phones, iPods, and all other electronic devices should be turned off at all times during class or they may be taken away until the end of the school day. You will be allowed to drink only water in class and please throw your gum away before you enter the classroom. All handbook rules are applied in the classroom. Academic honesty policy: It is expected that YOU complete and turn-in your own original work at all times. All work submitted in this class is expected to be created solely by the student author. Academic dishonesty, cheating, and plagiarism will not be tolerated. Any student caught cheating will receive a grade of zero on the assignment and the parents and the principal will be notified of the offense. Students are not allowed to use translation devices, native speakers, or other students to do their assignments or projects. Students are allowed to study together and use each other to check your work. If you are in doubt please talk to me and be honest to yourself. If you have questions in regard to this policy, please see me. Evaluation: Regular attendance is essential. Students must participate actively in a student centered communicative environment. Grade based on participation, homework assignments, in class work, oral exam, presentations, projects, quizzes and tests. Evaluation: Tests: Tests will always be announced ahead of time and are generally given after each chapter in the textbook. It is recommended that you take the practice test online before a chapter test to find out what areas you need to review more thoroughly. If you are absent on the day of a test or a quiz, the make-up policy is the same as the policy for making-up homework. After you return to school from your excused absence(s), you have the same number of days you were absent to make-up the test/quiz. For example, if you were absent 2 days, then you have to make-up the test or quiz within 2 class days. Quizzes: Quizzes are usually given 1time a week and are most often announced beforehand, but you can expect some pop quizzes as well. Pop quizzes generally cover information learned that week in class. Projects: Projects should be examples of high quality student work. I expect students to be creative and spend a significant amount of time working on these projects and practicing at home. Oral Presentations and Dialogues: Students will be expected to participate in both group and individual oral presentations and dialogues throughout the semester. Homework: It means home work, not class work. The reason why you are assigned to do it at home is to practice and review the lesson. If I catch you doing homework at the beginning of the class you will receive a zero automatically. I will accept late work 1 day late (75% of the grade) 2 days late (50% of the grade). Do not bring me late work before the grades go home or ask me for any extra credit it is not fair to the other students and me. Extra Credit: There is only one way to earn extra credit/rewards in this class and that is by turning in your puntos de paticipación. Students will receive these reward points for various things: volunteering to do the daily warm-up, demonstrating good citizenship, volunteering to be the leader in a group activity, volunteering to present first, actively singing/participating in class, etc. Once a student has earned the points, they may turn them in every Friday. Mrs. Gibson is NOT responsible for your points if you lose them. Please keep them in a safe place and write your name and period of the class as soon as you get them. Schedule: 1st Quarter begins Topic: A conocernos Para empezar Week 1-2 Context: The students are going to a new school in Mexico and they will meet new people and make friends. They will introduce themselves and their family members. Chapter objectives: - Greet people at different times of the day. Introduce yourself to others Begin using numbers Identify parts of the body Tell the alphabet Respond to classroom directions Describe the classroom Linguistic objectives: - ¿Cómo te llamas? ¿Cómo estas? ¿Cuántos años tienes? ¿Qué fecha es hoy? ¿Qué hay en el salón? ¿Cómo se llama tu familia? Me llamo…. Mi mamá se llama… Cultural objectives: - Compare customs of greetings and introductions Difference in the days of the week Different dialects Learn about the Aztec and the Aztec calendar Assessment: - Create an oral presentation about yourself and an additional with a partner During the first quarter they will be a lot of informal assessment during class and exit slips. Chapter quiz and test Topic: La hora (The time) Week: 3-4 Context: The students meet a new student from Mexico that just joined our class, and they will help her with her class schedule. Chapter objectives: - Tell time Numbers Talk about things that you do in your free time. Talk about what a typical day and an ideal day will be like. Talk about school schedules and classes. Talk about weekend activities. Linguistic objectives: - ¿Qué hora es? ¿A qué hora es tu clase de español? ¿A qué hora almuerzas? ¿A qué hora vas a tu casa? ¿A qué hora es tu práctica de …..? ¿Cuál es tu horario típico? ¿Cómo es tu día ideal? Cultural objectives: - Talk about the plazas. Talk about the equator and the seasons. Class requirements and schools schedules in México and Puerto Rico. Compare what the teens do in United States during their free time and what the teens do in México and Puerto Rico. Assesment: The students will prepare a list choosing their favorite day of the week and they will describe their typical day schedule and share that with the class. They will write and ideal day schedule. Lots of oral practice and group work. Topic: El Tiempo (The weather) Week 5-7 Context: The students work at the Weather Station called “El Tiempo a toda Hora” and when people call they have to give the weather report and suggest clothing options for that day. Chapter objectives: - Describe the weather. Discuss clothing and accessories. State an opinion. Describe how you feel. Say what is happening. Talk about the country where you live. Linguistic objectives: - ¿Qué tiempo hace hoy? ¿Qué necesito llevar? ¿Cuál es la temperatura? ¿Dónde estás? ¿Cuál es la estación del año? ¿Qué hay en la maleta? ¿Quiénes van de vacaciones? Cultural objectives: - El Yunque. El coquí. Tourism. Reversed seasons un the Northern and the southern Hemispheres. Heat vs. Humidity. Assessment: - Project Las Vacaciones. (Poster board) Speaking and Grammar. This is a group project. The students will plan a vacation trip to a Spanish country and they will write about the weather conditions, season, items that they need to bring and also clothing. This project will also be presented to an audience. Rubric attach and instructions. Making A Poster : Mis vacaciones y el tiempo Teacher Name: Mrs. Gibson Student Name: CATEGORY ________________________________________ 4 3 2 1 Graphics Originality Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Required Elements The poster includes all required elements as well as additional information. All but 1 of the required elements are included on the poster. All but 2 of the required elements are included on the poster. Several required elements were missing. Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to Student can accurately answer most questions related to facts in the poster and Student can accurately answer about 75% of questions related to facts in the Student appears to have insufficient knowledge about the facts or processes used in create the poster. processes used to poster and create the poster. processes used to create the poster. the poster. Content Accuracy At least 7 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 3-4 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed on the poster. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Projecto: ¡Las vacaciones! Students will work on a project with another student or a group of 3. The project is worth _____ points. The project is due _______________. If any student in the group is absent he/she needs to have an excuse absent to be able to present at a later time. The project should include the following information: Where are you going? Additional information about the country; (capital, famous people, traditional food….) English What month are you traveling and the season? Who is going? What is the weather and temperature like when you are there? Which places are you visiting? What are you going to do there? (Include as long 2 things) What items you need to take with you? What are you packing with you? What kind of clothes you need to wear when you visit the special places? Materials: Poster board Pictures (internet, magazine or newspaper) Markers, glue, construction paper, scissors etc… Remember the main reason to work on this project is not only to get a grade but to learn something about the different countries in Latin America. We have more than 20 speaking Spanish countries and it is hard to go over all the information, but whatever you learn from your topic will stay with you forever. Do the best that you can do and let’s have fun preparing this great project!!!! Topic ¿Cómo eres, Qué te gusta? Chapter 1B Week 8-9 Context: Students will describe themselves by physical traits and personality traits. The students will talk to their friends about the things that they like and don’t like. Chapter objectives: 1. 2. 3. 4. 5. 6. 7. Talk about preferences in leisure activities. Talk about activities that they like or don’t like to do. Ask others what they like to do. Talk about places that they like to visit or don’t. Read and listen to information about leisure activities and likes. Listen to and watch a video about leisure activities. Listen to and understand information about infinitives. Linguistics objectives: ¿Cómo eres? ¿Cómo es tu mamá? ¿Qué te gustar hacer? ¿Qué no te gusta hacer? ¿Qué te gusta mas correr o caminar en el parque? ¿Qué te gusta mas leer o mirar la televisión? ¿Adónde te gusta ir después de la escuela? ¿Adónde te gusta ir los fines de semana? ¿Qué te gusta hacer en julio? ¿Qué te gusta hacer en diciembre? ¿Qué haces en la plaza? ¿Qué haces en el centro comercial? Cultural objectives: Standard 2.1 Understand cultural perspectives on favorite activities. Because the climates and cultures of speaking countries are so diverse, a variety of leisure activities are available. People in eastern Chile can engage in mountain climbing. In San Juan, Puerto Rico, free time can be spent surfing and swimming. Throughout Mexico, soccer is a common sport on any open field. Assessment: The students will create an individual project that consists of two different presentations. One is a description of themselves including name, age, likes, dislikes, personality and physical traits and other page about someone that they admire. 2nd quarter Topic: Tu día en la escuela and tu sala de clases (Your day at school and your classroom) Chapter 2A and 2B Week 10-13 Context: Is your first day of classes in your new school and you will be talking about your schedule and what school supplies you need for each class. Chapter objectives: 1. 2. 3. 4. 5. 6. 7. Talk about school schedules and subjects Discuss what students do during the day Ask and tell who is doing an action Compare your school with that of a student in a Spanish-speaking country Describe a classroom Indicate where things are located Talk about more than one object or person Linguistic objectives: Standards 1.1,1.2, 1.3,2.1,4.1 ¿Qué clase te gusta más? ¿Cómo es la clase? ¿En qué hora tienes la clase? ¿Quién ensena la clase? ¿Tienes mucha tarea en la clase? ¿Dónde está la ventana? ¿Qué está al lado de la puerta? ¿Cuántos escritorios y sillas hay? Cultural objetives: Standard 4.2 Talk about school sporting events celebrations and traditions, leisure time during school hours. Compare the use of school uniforms, the students’ schedules and the relationship between teachers and students. Assessment: Students will make a chart about their classes that includes the hour, the name of the class, description of the class and teacher. They will receive a rubric before the due date. Topic: La comida (Food) Chapter 3A and 3 B Week 14-16 Context: The students are going to visit a school in Puerto Rico and its lunch time. They will order their food, make choices and pay for their bill. Chapter Objectives: - Talk about food and beverages for breakfast and lunch Talk about likes and dislikes. Express how often something is done Order in a cafeteria or a restaurant. Understand cultural perspectives on meals I want them to realize the value of being able to read a restaurant menu and order at one as well. Linguistics objectives: Standards 1.1,1.2,1.3,5.2 - ¿Qué te gustaría comer? ¿Qué te gustaría beber? ¿Adónde vas? ¿Cuál es tu comida favorita? ¿Qué te gusta? ¿Qué no te gusta? ¿Qué hay para el almuerzo? ¿Cuánto cuesta una torta? ¿Cuánto es mi cuenta? Cultural objectives: Standards 2.1,2.2 - Politeness. Describe traditional foods. Snack foods in México and Spain. Traditions. Opinions regarding diet and health. Compare the fruits and vegetables between México and United States. Assessment: - They will write a restaurant menu (Grammar) - They will role play a restaurant scene. (Oral presentation) Topic: El supermercado y la cocina Week 17-19 Context: The students are going to México for the summer and they want to help their host mom with the shopping and cooking while they are there. Chapter objectives: - Talk about food. Ask where to find the items in the supermarket. Discuss where the items go when you get home. Creating and talking about the shopping list. Talk about the preparation of a recipe. Describe the fruits and their taste. Linguistics objectives: - ¿Qué necesito comprar? ¿En qué sección está el pan? ¿Dónde va el ázucar? ¿Te gusta el pastel o las galletas? ¿Te gusta la comida Mexicana? ¿Cuál es tu plato favorito? ¿Cocinas el pastel en el horno o en el microondas? ¿Quieres pastel de chocolate o de vainilla? Cultural objectives: - Typical foods. Typical fruits and vegetables. Products price comparisons. Condiments. Money exchange. Family traditions. 3rd quarter begins Topic: ¿Adónde vas? Chapter 4A Week 20-21 Context: Students will list the places in their community where they go for leisure activities. Chapter objectives: Talk about locations in your community Discuss leisure activities Talk about where you go and with whom Learn how to ask questions Understand cultural perspectives on leisure activities Linguistics: ¿Dónde está el parque? ¿Dónde está la playa? ¿Qué haces en el centro comercial? ¿Qué haces en la biblioteca? ¿Adónde vas los fines de semana? ¿Adoónde vas los lunes en la noche? Cultural objectives: Talk about new vocabulary through the recognition of cognates. Compare social gathering places; school based sports and exercise activities. Assessment: Quiz with “ir”. Recognition of the vocabulary and production. Students will make a list of at least four questions. Find where the student is from, activities he or she likes to do and on what days of the week, and where he or she goes and with whom. Plan to greet the new student and introduce yourself (Oral assessment). Topic: La fiesta de cumpleaños Week 22-24 Chapter 5ª Context: The students will plan a birthday party for their best friend and they will create invitations and work on the arrangement. Chapter objectives: Standards: 1.1,1.2,1.3 Describe families Talk about celebrations and parties Ask and tell ages Express possession Understand cultural perspectives on family and celebrations Linguistics objectives: Standards 1.3 - ¿Qué te gusta de una fiesta? ¿A quién vamos a invitar? ¿Para quién es la fiesta? ¿En dónde es la fiesta? ¿A qué hora es la fiesta? ¿Qué necesitamos comprar? Cultural objectives: - Songs. Family celebrations; dinning in restaurants and family mealtimes. The importance of the family. Compare the Sweet 16 with the Quinceañera/o. Size of a birthday party. (Family, neighbors and the people that you didn’t even invite). Assessment: Students will plan a whole quinceañera party for a student in the class. They will create a menu, invitations, guest list, decorations, clothing, music and more…Assessment will be grade in grammar and oral proficiency. Topic: ¿Dónde estás y cómo estás? Week 25-27 Context: The students are going on an excursion and they will stop at different locations. They will describe the places and the locations. Chapter objectives: - Say where things are located. Give directions. - Say where you are going. Express feelings. Talk about what just happened. Look at pictures and talk about their expressions. Linguistics objectives: - ¿Dónde está Puerto Rico? ¿Dónde está el Yunque? ¿Cómo te sientes cuando vas al Yunque? ¿Cómo llego al cine? ¿Por qué estás cansado? ¿Dónde te sientes tranquilo/a? Cultural: - Description of the plazas. Looks of the stores and supermarkets. Compare the houses here and the ones in México. Talk about kiosks (chinchorros). Talk about the outside vendors. (piraguas y churros) Compare the family activities at the beach. (Barbecues, games and music). Assessment: Students will pick a place that is visited a lot from tourist and they will describe it and talk about the cultural aspects of the place and the country. 4th quarter begins Topic: En mi dormitorio (In my bedroom) Week 28-30 Chapter 6A Context: Students are going to college and they will create a drawing of their new room and what items they have. Chapter objectives: Talk about your bedroom Describe bedroom items and electronic equipment Make comparisons Understand cultural perspectives at home Linguistics objectives: ¿Para ti cuál es el mejor jugador de fútbol? ¿De que colores son los discos y las carpetas? ¿Podemos comer en tu dormitorio? ¿Eres ordenado o desordenado? Cultural: Discuss the Latin grammy awards Discuss las siestas in different countries Indentify Latin recording artists whose music they enjoy Assessment: Bring a picture of your bedroom and describe it to the class, if you don’t feel comfortable cut one from a magazine or draw one. Topic: Venta espectacular de apertura Week 31-33 Context: The students are going shopping to a new store that is having a huge Grand Opening sale. Chapter objectives: - Talk about sports. Express preferences. Make comparisons. Match the sport and the equipment. Talk about prices and sales. Linguistic objectives: - ¿Dónde está la tienda? - ¿Cuál es tu deporte favorito? - ¿Qué deporte juegas? - ¿Cuánto cuesta? - ¿Qué necesito para jugar el béisbol? - ¿Qué te gusta más el baloncesto o el voleibol? - ¿Qué te gusta menos el fútbol o el fútbol norteamericano? Cultural objectives: - Baseball in Puerto Rico. Roberto Clemente. Compare the main sports played in Puerto Rico and in United States. Relationship of Puerto Rico to the U.S. Topic: La Excursión Context: The students are going on a field trip to the Museo de Antropología de México. Chapter objectives: - Make plans. Sequence events. Talk about places and people you know. What you need to bring. Talk about the art. Linguistic objectives: - ¿Qué haces en el museo? ¿Adónde vas? ¿Cuándo vas? ¿Qué hay en el museo? ¿Cómo es la plaza? ¿Qué necesito llevar? Cultural objectives: - El Museo Nacional de Antropología. El Zócalo. Las plazas. The flowers, the weather, the people. Final project: Countries: Students will research information about one Spanish country in particular and will share with the class ten important facts about that country in particular, including: Capital, government, economy, music, foods, clothing, population, trades, important figure from that country, history etc… This project is done in English.