The Spanish II course incorporates a comprehensive overview 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 anthology introduces students to a few texts, including short stories and excerpts from novels from a few 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 the texts in class discussions, homework assignments, and essays.
In this course, homework assignments are coordinated with the grammatical and literary components of the course, and vary in length, sometimes spanning several days. For the grammatical component, assignments are a variety of the following: memorizing vocabulary, vocabulary exercises to help students use the 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 textbook, students are expected to read and study on their own 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 (from one to four pages per night), providing written answers to questions about the text, or providing basic analysis of textual themes.
Year-long Concept/Skill Objectives: Students should be able to perform linguistic tasks successfully, gaining self-confidence, and relying on themselves and classmates.
Listening objectives: Students should be able to listen to spoken Spanish for general understanding, basic details, or selected information. They should be able to comprehend native speakers who enunciate clearly and slowly when speaking about familiar topics.
Reading objectives: Students should be able to attain 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 the 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 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.
Cultural awareness objectives: Students should continue to understand and grasp the cultural values of the Hispanic world and the underlying similarities and differences between those cultures and their own.
· Notebook or binder
· Pencil or mechanical pencil
· Eraser
· Black pen
· Red pen
Spinelli, García, Galvin Flood. Interacciones 7th ed. Heinle, Cengage Learning, 2013.
Spanish/English dictionary, such as: Spanish-English Dictionary, Massachusetts: Merriam- Webster.
Behavioral Expectations: “The philosophy of the Academy is that students are young adults in the making who will learn civil, polite, and respectful conduct by the example of their teachers…Several very obvious signs of such respect are a student's willingness to refrain from talking in class when others have the floor; a respect for the property of the school and of other students; [and] a willingness to refrain from sarcastic or critical comments towards others. In conjunction with parents/guardians, the Academy has the goal of developing not only habits of good scholarship and critical inquiry, but the character traits of courtesy, promptness, forgiveness, self-control, responsibility, diligence, courage, generosity, and magnanimity.” (Family Handbook, p. 41)
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 before and after school as needed.
· To cultivate an atmosphere of respect and growth, such that no thought, question, or answer by any student, whether right or wrong, will be ridiculed or put down either by me or another student.
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.
· 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 out of class if you do not understand something or you need extra help.
Evaluation Criteria
The following components will be considered for the final grade.
· Class participation: 25 %
· Homework 20 %
· Quizzes 30%
· Exams 25%
The grade at the end of each semester will be cumulative. This means that the grade will carry over from one quarter to the next.
Participation: Students are expected to participate with a good attitude, be prepared for each lesson, come to class on time 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 evaluate participation every week on a scale from 0-5. A student that shows genuine interest and engagement and volunteers to answer questions and help other students 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 (F).
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 approximately 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/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!