Arete Preparatory Academy
Spanish III Syllabus
Instructor: Dr. Christian Allison
E-mail: 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
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 Description
The Spanish III course focuses on reading and analysis of short stories while developing knowledge and use of higher-level grammatical mechanisms that augment the student’s ability to express more complex thoughts. These components are regularly practiced in composition and combined with a heavier conversational component centered around discussion of the 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. Vocabulary acquisition is a focus; students learn second-tier words by describing them in the target language and understanding them in context.
The literary anthology includes mostly short stories from a variety of Spanish and Latin American authors and one iconic work of medieval peninsular literature (in modernized language). 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 class discussions, homework assignments, reflections, short-form responses and one essay.
Course Objectives
Year-long Concept/Skill Objectives: Students should be able to perform linguistic tasks thoroughly, accurately, and successfully, gaining self-confidence, and relying on themselves and classmates.
Listening objectives: Students should be able to listen to spoken Spanish for intermediate understanding. They should be able to gather relevant information from native speakers who enunciate clearly and speak at a modest pace when talking about familiar and some unfamiliar topics.
Reading objectives: Students should be able to understand and analyze 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 advanced information and guess the meanings of some unfamiliar words from context and related words they know.
Speaking objectives: Students should be able to routinely and efficiently answer and ask questions in class using the grammar and vocabulary they have learned and should show nascent abilities to express complex thoughts and verbal analysis of themes without great effort.
Writing objectives: Since developing compositional skills is an important aspect of the course, students are expected to complete comprehension questions, reflections, and one essay, using diverse vocabulary and more complex and precise structure to coherently communicate developed thoughts and theses.
Academic Integrity
Please see Glendale Preparatory Academic Code regarding plagiarism, cheating on exams, use of electronic translators or computer programs and other important 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 grammar by using the language.
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 criteria.
Annotate the literary texts we read. I will check annotations first thing every morning before the daily quiz.
Study/review vocabulary and grammar every day! Studies show that studying vocabulary in short intervals of time of 10-15 minutes at a time is more beneficial than studying it all at once.
Do not attempt to translate language word for word. This does not work!
Do all the assignments on time. Missing or turning homework in late will cause you to get behind very quickly.
Participate! Speaking and volunteering to speak are not only an important part of your class grade but also are the best ways to practice and perfect what you are learning. 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.
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, written assignments and annotations: Daily homework will include written exercises, studying new vocabulary or grammar topics, or short reading or writing assignments. Written work will be collected and/or reviewed in class. Completion of reading assignments will be partially evaluated based on annotations; I will check them before the daily quiz. Annotations should include underlining/looking up unknown vocabulary, short thoughts and questions in the margins, etc. I understand different students have different annotations styles, and I encourage you to annotate in the way that is most helpful and relevant to you, but your personal style should not substantively lack the aforementioned objectives.
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 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/quiz, she/he will be expected to take it the day she/he returns.
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 can improve. Be sure to ask the instructor 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!