Arete Preparatory Academy
Spanish IV 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
García Lorca, Federico. La casa de Bernarda Alba, ed. Paola Bianco and Antonio Sobejano-Morán, Focus Publishing, 2005.
García Márquez, Gabriel. El coronel no tiene quién le escriba, Random House, 1961.
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.
Course Description
The Spanish IV course focuses on 20th century Spanish and Latin American literature while incorporating a comprehensive review of grammar and developing compositional skills. 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 reviews third–year topics, then focuses on analyzing complex structures and using them in composition. Vocabulary continues to be a focus; students are required to identify and memorize new vocabulary encountered in the literary texts.
The literary anthology includes a variety of texts: novellas, short stories, and plays from a variety of Spanish and Latin American authors. 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, and essays.
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 advanced understanding. They should be able to comprehend native speakers who enunciate clearly and speak at a modest pace when speaking about familiar and some unfamiliar topics.
Reading objectives: Students should be able to understand 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 while working on expressing more complex thoughts in discussions.
Writing objectives: Since developing compositional skills is an important aspect of the course, students are expected to complete several paragraphs and essays per semester, using diverse vocabulary and more advanced grammatical structures to coherently communicate developed thoughts and theses.
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 as you read. This will help you internalize and retain information.
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 %
In-class short-form responses/reflections; 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: Most homework assignments will be reading; completion of readings will be assessed by the daily quizzes. Most writing assignments will be completed in class and may be turned in or assessed 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 and somtimes open book (that is, students may reference their class notes and sometimes will be allowed to reference the literary text). This means that the more thoroughly you read the literary texts and the better notes you take, the better you will do on the quizzes.
Exams: There will be approximately 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!