Arete Preparatory Academy
Spanish II Syllabus
Instructor: Dr. Christian Allison
Email: callison@areteprepacademy.org
Website: https://sites.google.com/d/1Hjaj0w5mQkwzKDKgZdSGIixHf-1TbC-O/p/1BOOLN4laylLYsjqtR8TRPC6aVEYBrr68/
Tutoring availability
Room 102: Wednesdays after school and Fridays before school
Required Texts and Supplies
Spanish-English dictionary, such as Merriam-Webster’s. A small or pocket-sized dictionary is advantageous because it can be easily carried between home and school. If you don’t have a physical dictionary, there are also online resources like https://www.collinsdictionary.com/dictionary/english-spanish; a more advanced option is dle.rae.es.
Notebook, notepad, etc. for notetaking (taking notes is very important: see Daily Quizzes in the grade breakdown)
Course Overview
The Spanish II course incorporates a comprehensive review of Spanish grammar, along with an introduction to reading literary texts. The combination of these components helps students develop communicative language ability while strengthening their skills in each of the four traditional areas: listening, speaking, reading, and writing. The grammar program includes a review of essential first-year topics, as well as the introduction of structures that will be new for second-year students. Vocabulary continues to be a focus of second-year Spanish; students are required to memorize new vocabulary presented thematically in chapters, as well as new vocabulary encountered in the literary texts.
The literary component of the course introduces students to a handful of short stories from Latin American authors and an excerpt from a major Spanish prose work. The study of literary texts helps students develop reading techniques in the target language and understand literary conventions. Students are given the opportunity to discuss and write about the themes and ideas in the texts through class discussions, homework assignments, and short writing prompts.
Homework Assignments
In this course, homework assignments are coordinated with the grammatical and literary components of the course, and can vary in length. For the grammatical component, assignments comprise a variety of the following: memorizing vocabulary, vocabulary exercises to help students acquire and use new words quickly and meaningfully, grammar exercises requiring word or sentence answers, review activities designed to reinforce chapter vocabulary and structures. Where explanations of the grammar are given in English in the course reader, students are expected to read and review as needed in order to complete the assigned exercises. They are
expected to ask questions for clarification in class as necessary. For the literary component, assignments may consist of pre-reading exercises, studying vocabulary, reading and annotating (from a paragraph to a full page per night), providing written answers to questions about the text, or providing analysis of textual themes. Although essays are written in class, preparation such as composing a thesis and supporting statements, or finding related quotes from the text may be assigned as homework.
Course Objectives
Listening objectives: Students should be able to listen to spoken Spanish for general understanding or selected information. They should be able to comprehend native speakers who enunciate clearly and speak slowly about familiar topics.
Reading objectives: Students should be able to obtain information from a variety of authentic texts in Spanish such as literature, videos, newspaper or magazine articles, advertisements, maps, and charts, without translating into English. They should be able to skim and scan texts for basic information and guess the meanings of some unfamiliar words from context.
Speaking objectives: Students should be able to answer and ask questions in class using structures, grammar and vocabulary studied. They should be comfortable with greetings and goodbyes, and able to hold basic conversations with the teacher and classmates on a variety of topics.
Writing objectives: Since developing writing skills is an important aspect of the course, students are expected to write coherent short-form responses to questions in homework assignments, and with help and supervision from the teacher, to complete in-class paragraphs and shorts reflections on literary topics.
Methodology
This course is based on the understanding that second language acquisition takes place through real use of the language. You will learn to speak Spanish by listening to natural speech and by speaking in a variety of communicative situations; the objective is that you learn Spanish by using it.
What you can expect of me
To speak Spanish all the time
To require students to speak Spanish at all times
To ask students to work in pairs and groups.
To be available for tutoring and explanations in English outside of class
To cultivate an atmosphere of respect and growth, and to create a safe space in which students are not afraid of failure
How you can be successful
Always try to understand the message of what is said, not every particular word. Try to guess at the meaning of words through context, visual aids, and body language.
Take good notes. Daily quizzes are open note, so the scores you earn on them will partially reflect how well you’ve taken notes in class. Quizzes make up 30% of your final grade, so if you pay attention in class and take good notes, it should be easy to get 100% on this section of the evaluation.
Participate! Speaking and volunteering to speak are not only an important part of your class grade but also are the best ways to acquire Spanish. Don't worry about making mistakes! This is part of the natural process of learning the language. You can communicate in spite of grammatical and/or pronunciation errors! The key to being a successful language learner is to speak as much as possible.
Study/review vocabulary and grammar every day. Studying vocabulary daily or multiple times a day in short intervals of 10-15 minutes is more effective than studying it all at once.
Do not attempt to translate language word for word. Instead, focus on context, look for key words and compare to familiar structures.
Do all assignments on time. Missing or turning homework in late will get you behind very quickly.
Talk to me and ask questions in or outside of class if you do not understand something or you need extra help; utilize my tutoring availability.
Evaluation Criteria
The following components will be considered for the final grade.
Class participation: 25 %
Homework 20 %
Quizzes 30%
Exams 25%
Participation: Language acquisition is dependent on use. As such, students are expected to participate voluntarily and contribute during class activities. Students will not be penalized for incorrect answers; rather, they will be rewarded for a consistent effort to participate. I only count voluntary participation, and I evaluate it every week on a scale from 0-5. A student that raises their hand to answer questions, is engaged and shows good work ethic will earn a 5. A student that shows up to class but does not attempt to participate or engage in any way will earn a 2.5.
Homework and written assignments: Daily homework will include written exercises, studying new vocabulary or grammar topics, and short reading or writing assignments. Written work will be collected and/or reviewed in class.
Late Homework Policy:
One day late: Half Credit
Two or more days late: No Credit
Quizzes: Quizzes will be administered every day at the beginning of class. They will be short and simple, usually four questions long, and will be open note (that is, students may reference their class notes, but any other materials are prohibited). This means that the better notes you take, the better you will do on the quizzes.
Exams: There will be either one or two exams given every quarter, with a cumulative final at the end of each semester.
Absences and Make-up Work
In case of absence, students will have up to the number of days missed to make up tests, quizzes or assignments. If the student is absent on the day of a test, they will be expected to take it the day they return. Makeup work will be given for missed quizzes.
Students must be responsible for their own academic performance. You are active agent of your own learning. You must always strive to understand how well you are doing in the course—to know what you are doing well, and to know what you must improve. Be sure to ask me specific questions about what you can improve. Learn to think about what you do; strive to know yourself.
I look forward to a great year together!