Central High School

306 S Bellevue Blvd

Memphis, TN 38104
901-416-4500

Espaol III (H)

Teacher: Dr. Brown (Profesora Brown is fine J)
Room: 216
Website: profesorabrown.weebly.com

Course: Spanish III Honors (2016 2017)

Email: browndb1@scsk12.org, profesorabrown@gmail.com
Planning: 11:00 11:50p (5th period)

Course Description
In Spanish 3, students continue their exciting language journey with more vocabulary, phrases, and grammatical skills in
order to share and interpret information about themselves, their families, and their school and social lives. Students in
level three will also be able to communicate about current and historical events, jobs and education, the arts and literature,
and topics in science and technology. By the end of year three, students should communicate confidently in present, past,
and future tenses. Honors students will participate in many specially designed assignments and projects for a deeper
experience of the language and cultures.
As the target for modern languages in high school is the Intermediate-High level, the goal for this honors course is for
students to attain Intermediate-Mid proficiency (explained below). Therefore, this course will be conducted as an
IMMERSION course, with Spanish spoken 90% - 100% of the time. The best way to learn a language is to be immersed
in it, so you can hear it and read it; and then write it and speak it very similar to how you learned your first language.
But no worries J. Bring your will, and a positive and supportive attitude, and I will set you up for success!

ACTFL Proficiency Levels

(Superior and Distinguished levels omitted here)

ACTFL Proficiency Guidelines and Performance Descriptors

(ACTFL is the American Council on the Teaching of Foreign Languages. For more detailed information regarding
proficiency and performance, links are available within the Recursos section of the class website.)
Intermediate-level speakers are distinguished primarily by their ability to create with the language when talking about
familiar topics related to their daily life. They are able to recombine learned material in order to express personal
meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They
produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time.
Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the
language.
Intermediate-High: Speakers are able to handle successfully uncomplicated tasks and social situations requiring an
exchange of basic information related to their work, school, recreation, particular interests, and areas of competence.
They can handle a substantial number of tasks associated with the Advanced level, but they are unable to sustain
performance of all of these tasks all of the time. Intermediate-high speakers can narrate and describe in all major time
frames using connected discourse of paragraph length, but not all the time. However, they can generally be understood by
native speakers unaccustomed to dealing with non-natives, although interference from another language may be evident
(e.g., use of code-switching, false cognates, literal translations), and a pattern of gaps in communication may occur.
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
Intermediate-Mid: Speakers are able to handle successfully a variety of uncomplicated communicative tasks in
straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary
for survival in the target culture. These include personal information related to self, family, home, daily activities,
interests and personal preferences, as well as physical and social needs, such as food, shopping, travel, and lodging.
Speakers at this level may contain pauses, reformulations, and self-corrections as they search for adequate vocabulary and
appropriate language forms to express themselves. In spite of the limitations in their vocabulary and/or pronunciation
and/or grammar and/or syntax, Intermediate-Mid speakers are generally understood by sympathetic interlocutors
accustomed to dealing with non-natives.
Intermediate-Low: Speakers at the Intermediate-Low sublevel are able to handle successfully a limited number of
uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is
restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture.
These topics relate to basic personal information; for example, self and family, some daily activities and personal
preferences, and some immediate needs, such as ordering food and making simple purchases. At the I-L sublevel,
speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to
ask a few appropriate questions. I-L speakers manage to sustain the functions of the Intermediate level, although just
barely. There speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their
pronunciation, vocabulary, and syntax are strongly influenced by their first language. I-L speakers can generally be
understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.
Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly.
They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled.
Novice-level speakers may be difficult to understand even by the most sympathetic interlocutors accustomed to nonnative speech.
Novice-High: Speakers at the Novice-High sublevel are able to handle a variety of tasks pertaining to the Intermediate
level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated
communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics
necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited
number of activities, preferences, and immediate needs. Novice-High speakers respond to simple, direct questions or
requests for information. They are also able to ask a few formulaic questions.
Performance Descriptors
The ACTFL Performance Descriptors for Language Learners are a companion to the ACTFL Proficiency Guidelines
designed to describe language performance that is the result of explicit instruction in an instructional setting. They help
describe a students language performance level across three modes of communication:
(1) Interpersonal, (2) Interpretive, and (3) Presentational
Curriculum Overview: Below is a brief summary of topics to be learned this year. You will receive a quarterly
schedule of specific topics, dates, and deadlines at the beginning of each quarter. Dr. Brown may adjust the
syllabus/schedule as needed. For a detailed look at the entire curriculum, please visit the Recursos section of the class
website and select the link for the Shelby County Schools Department of World Languages.
1st Quarter
Pre-Unit: Welcome back to language class!
Unit 1: Relationships
3rd Quarter
Unit 3: Science & Technology

2nd Quarter
Unit 2: The Arts and Me
4th Quarter
Unit 4: My Education, My Future
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
Materials/Supplies Needed
The following materials are required daily. You will not be successful if you are not prepared!
- Assigned textbook (As se dice! Level Two)
- Headphones/Earbuds
- Composition Notebook (2) (one must have 100 sheets/200 pages, the other can have 70 sheets/140 pages)
- Google account
- 4-5 different colored pens (black or blue, green, red, and others of your choice - NOT YELLOW, please)
- Pencils
- Colored pencils/crayons/markers These are optional; however, we will frequently complete various in-class
activities that will require them; and, if you like using your own things (like I do :-), you may bring your own.
They are also beneficial for organizing notes, making graphic organizers, etc.
Required the first week of school (Class supply contribution)
- Please bring the following item the first week of school: ____________________________________________
Classroom Expectations
As previously mentioned, this is a language classroom and will be conducted as expected by the Shelby County Schools
Department of World Languages. 90 - 100% of the class will be done in Spanish; so when the Spanish only sign is
displayed on the board, all communication should be in Spanish. You are expected to participate fully, support your
peers, and be willing to learn. Students who consistently meet our classroom expectations will be able to select an item
from the box of goodies J.
1. Ser respetuoso - Respect others! Respect yourself! Respect property!
2. Levantar la mano - Please raise your hand for permission to speak or leave your seat.
3. Escuchar atentamente - Be an attentive listener and follow all instructions. Learning a new language requires
your focused attention.
4. Ser responsable - Be responsible with your work and all materials.
5. Participar con una actitud positiva - Participate and maintain a positive attitude.
Consequences (Consecuencias)
In addition to the disciplinary policies and procedures outlined by the principal and SCS Student-Parent Handbook, please
be aware of the discipline procedures for this classroom.
1. Warning
2. Behavior noted in record book (0 2 marks = E, 3 4 marks = S, 5 7 marks = N, More than 7 = U. Marks can
be removed by exhibiting consistent, appropriate behavior after being redirected.)
3. Conference with student (Separate student/Remove from activity)
4. Phone call to parent
5. Conference with parent
6. Guidance referral/Administrative referral
Ayudantes
Students that consistently follow classroom expectations and are supportive of our language-learning environment can be
selected to serve as the class Ayudante. Each Ayudante will serve for 3 weeks and will assist the teacher with various
tasks such as (but not limited to) the following:
- Distributing/collecting student notebooks
- Setting timers
- Conducting the daily class welcome
- Distributing/collecting student work
- Managing classroom supplies
Each Ayudante will be awarded (1) 15 points (that can be applied toward any grade in the current quarter), (2) a
Spanish class pen or pencil, and (3) an invitation to the cupcake party at the end of the quarter. Yummy J Other student
jobs include recepcionista (answers phone), and saludador (door greeter). (These two are based on seating chart.)
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Central High School

306 S Bellevue Blvd
Memphis, TN 38104
901-416-4500
Classroom Procedures
Starting procedures
1. Take care of personal business such as restroom, water, obtaining materials from locker, etc. before class. You
will be given 2 passes per quarter, so use carefully. Enter classroom quietly.
2. Sit in your assigned seat. Place all belongings beneath your desk.
3. Begin Do Now. Your Do Now assignment must be completed in your notebook before the timer sounds.
Work will be stamped daily. Late assignments are not accepted.
4. The Ayudante will welcome the class.
5. Quietly wait for Profa. Brown to begin the Do Now share out.
6. Classroom instruction will start.
7. Late students must have an admit from the office and must print and sign the tardy log upon entering.
Closing procedures
1. Approximately five minutes before class is over, Profa. Brown will officially close class by reviewing the daily
objectives, and checking for understanding.
2. All supplies/materials will be returned in an organized fashion.
3. Profa. Brown will dismiss the class.
Reminders
Communicate in the target language when designated to do so.
Store all backpacks, purses, lunchboxes, etc. beneath your desk.
Beware of online translators!
Ask for permission to speak or leave your seat.
Throw trash away at the end of the class.
Food, drinks, candy, and gum are not permitted.
Personal electronic devices are not permitted unless directed by Dr. Brown.
Offensive language of any kind is not permitted.
Tutoring: Thursdays, 2:15p 3:15p
Tutoring will be offered on Thursdays after school for those students seeking additional assistance. Students must arrive
by 2:20p unless a prior appointment as been scheduled.
Grading

10% Homework May include independent practice, readings, blog postings, etc. (Oral assignments: 308-5908).
Homework is generally assigned at the beginning of the week and is due by Friday (unless otherwise noted).

20% Participation May include bell-work, class readiness checks (notebooks, textbooks, etc.), supporting
peers, communicating in the designated language, and full participation in all class activities.
20% Classwork* May include partner, group, or independent activities/tasks completed in class.
50% Assessments May include quizzes, performance assessments, projects, presentations, portfolios, etc.
Quizzes may be re-taken once if you did not perform well on the original attempt. However, the re-take grade
will be reduced by 15 points (approx. one letter grade). Performance assessments are graded based on
performance ratings (ie. Proficiency scale see p. 1-2)
*Missed classwork and quizzes may be made-up with an approved, excused absence. Make-up work must be
completed within one week of the absence (unless a previous arrangement has been made with Dr. Brown).
While make-up work is available for approved absences, it is expected that students attend class regularly as
most of our classwork activities will require communicative tasks.
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