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SPANISH 1 COURSE SYLLABUS

North Atlanta High School

I. Teacher Information

Instructional staff: Sra. Johnson Phone number: (404)-802-4700


Room Number: 6119 E-mail: angela.johnson2@atlanta.k12.ga.us
Academic Year: 2017-2018 Tutorial: Thursdays 3:45 4:45 PM
Website: http://johnsonangela.weebly.com/

II. Course Description and Objectives

This course supports phase 1 language acquisition and it focuses on the continued development of
communicative competence in the target language and understanding of the culture(s) of the people
who speak the language. It acknowledges that the students have completed a Level I course and
they are at a Novice-Mid level of proficiency upon arrival in the course. Students use language
structures and conversational skills with accuracy and recombine learned material to express their
thoughts. They are exposed to more complex features of the language, moving from concrete to
some abstract concepts. Moreover, students will become acquainted with life in Spanish-speaking
countries through various media, including printed text, video, audio and the Internet. The student will
learn to communicate in terms of four standard proficiencies: listening, speaking, reading and
writing.* Instruction is in the target language: Spanish.

*The level requirements in terms of a breadth of National Standards for Foreign Language
Learning are available via www.actfl.org. Otherwise, the depth of the national framework is
articulated in terms of the Common Core / Georgia Professional Standards
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-
Instruction/Pages/World-Languages-and-International-Education.aspx.

While teachers access resources for the course via the Online Curriculum Center- http://occ.ibo.org
Students and parents may feel free to peruse the standards of language acquisition for the IB/MYP at
http://www.csdecou.qc.ca/ecolesecondairerochebelle/files/2014/05/Language-acquisition-guide-For-
use-from-September-2014.pdf

Herein, a standard scope for the course of study for Spanish 2 purports that students will engage in a
thematic sequence of activities.

Middle Years Program

IBMYP- Middle Years Programme


This course is part of the International Baccalaureate Middle Years Programme at North
Atlanta High School which aims to help IBMYP learners to become inquirers, knowledgeable,
thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The
learning experiences will allow students to gain analytical skills to promote informed decision-making,
engage in teamwork and collaboration, frame their own inquiries, pursue personal aspirations, set
challenging goals and have persistence to achieve them. Students will work towards a deepening of
their conceptual understanding as they approach concepts from a range of perspectives. As concepts
are studied throughout the year, the following global contexts will be in constant consideration:
identities and relationships, orientation in time and space, fairness and development, globalization
and sustainability, scientific and technical innovation, and personal and cultural expression. IBMYP
Assessments aim to support and courage student learning by providing feedback and promoting deep
understanding of subject content by supporting students in their inquiry in real-world
contexts. Specific assessment criteria with subject objectives will be provided. A year-long IBMYP
personal project accompanied by a journal is to be produced at the end of the 10th grade year. The
personal project enables students to engage in practical exploration through a cycle of inquiry, action,
and reflection. Timelines and descriptions of tasks will be provided.

Modern Languages Level I: Summary of Skills Developed


The following list is intended to guide instruction and to assist teachers with their planning by
providing a one-page reference to the elements described in the Georgia Performance Standards for
Modern Languages, Level I. It is important to remember that typical Level I students will exhibit
varying levels of proficiency.

Skills Developed in Level I

The students:

MLI.IP1A Use basic greetings, farewells, and expressions of courtesy.


MLI.IP1B Express like/dislike, emotions, and agreement/disagreement.
MLI.IP1C Make simple requests.
MLI.IP1D Ask for clarification.
MLI.IP1E Give simple descriptions.
MLI.IP1F Comprehend basic directions.
MLI.IP1G Ask questions and provide responses based on suggested topics.
MLI.IP1H Use sequenced information meaningfully.
MLI.IP2A Initiate, participate in, and close a brief exchange.
MLI.IP2B Use formal and informal forms of address.
MLI.IP2C Demonstrate Novice-Mid proficiency in oral and written exchanges.
MLI.INT1A Identify the main ideas and some details when reading and listening.
MLI.INT1B Comprehend simple, culturally authentic reading materials.
MLI.INT1C Understand simple instructions.
MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading
comprehension.
MLI.INT2A Differentiate among statements, questions, and exclamations.
MLI.INT2B Recognize basic non-verbal cues.
MLI.P1A Present information from a variety of sources.
MLI.P1B Give basic information about self and others using suggested topics.
MLI.P1C Demonstrate Novice-Mid proficiency in oral and written presentations.
MLI.P2A Demonstrate Novice-Mid proficiency when presenting rehearsed material.
MLI.P2B Demonstrate comprehension of rehearsed material.
MLI.CU1A Demonstrate knowledge of cultural contributions.
MLI.CU1B Identify commonly held cultural viewpoints.
MLI.CU1C Describe cultural customs and traditions.
MLI.CCC1A Demonstrate basic geographical knowledge.
MLI.CCC1B Apply previously learned skills from other subjects.
MLI.CCC1C Identify examples of the target language in other subjects.
MLI.CCC1D Relate content from other subjects as it relates to the target language.
MLI.CCC2A Compare cultural patterns of behavior and interaction.
MLI.CCC2B Demonstrate awareness of students own cultures.
MLI.CCC3A Recognize similarities/differences between target language and English.
MLI.CCC3B Recognize basic sound distinctions and their effect on communication.
MLI.CCC4A Give information about current events of target cultures.
MLI.CCC4B Understand the impact of current events of target cultures.
MLI.CCC5A Identify examples of target language and culture in media forms.
MLI.CCC5B Identify community and Internet resources.

III. Materials:

Students will need the following materials every day in order to be prepared for learning:

1) a three ring binder (for evidence of writing assignments)


2) a composition or spiral notebook
3) #2 pencils
4) a small pencil sharpener
5) a pen (must be erasable with blue or black ink only)
6) notebook paper
7) Kleenex and/or hand sanitizer as needed
8) A Spanish/ English dictionary ( not mandatory)

Students will utilize an interactive textbook REALIDADES 1 in the classroom; however, the
textbook and its components, including the workbook, may be accessed electronically.

IV. Course Outline:

Middle Years Program


GLOBAL CONTEXT & (MYP) TIMELINE
THEMATIC UNIT INQUIRY
SEQUENCE QUESTIONS*
Identities & Relationships: What do I and my
friends like and August
Preliminary Unit- dislike doing?
En la escuela: How does self- Notes: Diagnostic &
Greetings;introduction;taking; identity influence my Pre-SLO
numbers; plans?
Time ;body parts To what extent does
my interrelationship
En la clase: with others
Classroom; dates, asking for influence our goals
help. in the future?

El tiempo: weather;seasons

Personal & Cultural What do I need to


Expressions: do to be successful September-October
in school?
Unit 1 Los amigos y yo: How do I and others Notes:
spend our time in
1A Qu te gustar hacer? and out of the 4.5 weeks assessment
classroom?
1B Y t, Como eres? To what extent does Midterm (including
the knowledge that I preliminary content &
gain help me unit 1A)
respond to
important questions
about cultural
differences outside
of the classroom

Fairness & Development: What is my daily


routine like? November-December
Unit 2-La ecuela: How do my
personal needs help Notes:
2A Tu da en la escuela me to decide what
to buy? 13.5 weeks
2B Tu sala de clases To what extent is it assessment
important for me to (including content till
appreciate the unit 1B)
importance of
beliefs and customs Review& Final (i.e.,
which may differ content through unit
from my own? 2A)

Globalization & What are my


Sustainability: favorite clothes and January-February
accessories?
Unit 3 La comida How do I get around Notes:
town?
3A Desayuno o almuerzo? To what extent are 4.5 weeks assessment
the choices I make (including content till
3B Para mantener la salud affected by the unit 2B and through
global economy and unit 3A)
decisions of others?
Orientation in Time & Space: What was my
childhood like? March-April
Unit 4 Los pasatiempos: How does the way I
greet others reflect Notes:
4A A dnde vas? me as an
individual? Midterm (including
4B Quieres ir conmigo? To what extent does content till unit 3B)
our knowledge of
the past influence 13.5 weeks
our decisions of assessment
today? (including content till
unit 4A)
Scientific and Technical What is my earliest nos
Innovation: memory of being May
sick?
Unit 5 Fiesta en la familia How do health Notes:
services in the U.S.
5A Una fiesta de and Spanish- Post-SLO&
cumpleaos speaking countries Final (including content
differ? till units 4.2 and
5B Vamos a un restaurante thematic vocabulary for
To what extent has units 5A & 5B in
science and cultural context)
technology changed
how injured and ill
people are treated?

*Proficiency-based inquiry questions are included to clarify differentiated levels of difficulty per the
IB/MYP course guidelines as factual, conceptual and debatable and, moreover, to ensure depth of
knowledge no less (http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf)
for the sake of rigorous Teaching and Learning.

V. GRADING POLICY:

APS assignment categories

A1. . Formative assessment 45%

Interpersonal Mode of Communication - (Speaking, Listening, Reading & Writing), quizzes, daily class
work, hands-on mini-projects

A2. Summative assessments 45%

Interpretive Mode of Communication - (Reading & Listening), including pre-summative: common 4.5
weeks, 9 weeks and 13.5 weeks assessments and integrated reflection tasks

Presentational Mode of Communication - (Speaking and Writing), including integrated reflection


tasks, research papers/essays, oral presentations and/or out-of-class projects

A3. Final exam (18 weeks assessment) 10 %

VI. CLASS EXPECTATIONS:

A. Classroom etiquette

1. Be prepared and on time.


2. Respect and listen to others.
3. Seek authorization to use electronic devices: laptop, iPAD, cell phone, ipods, MP3 players, etc.
from the teacher for learning purposes only; however, leave food and drinks outside of the
classroom.
4. Expect intellectual challenges.
5. Demonstrate openness, creativity and cultural awareness.

B. Attendance is obligatory: The door will be closed and opened per: bell-to-bell, focused
instruction.

C. Behavioral Consequences

1. Review the student handbook for non-compliance with school policies and procedures.
Student
behavior may be managed, including but not limited to a verbal warning, parent conference
teacher intervention, teacher-assigned detention for 30 till 60 minutes with parent contact
and/or an administrative referral if such a detention is not served.
2. Students will not be allowed to return to their lockers after the fact to retrieve materials during
the class. Students will be managed in accordance with the reality of their absenteeism from /
tardy arrival to class per the administrative behavior management plan, if s/he decides to do
otherwise.

VII. Have a successful language learning experience!

1. TEXTBOOK: A textbook will be available to use in the classroom. In addition, an online


textbook will be available.

2. TUTORIAL: Note that not all assignments and/or classroom interactions may simply be turned
in for a grade. If a student is absent, then some sort of presentation may be involved as that is
the established norm for determining compliance with articulated national, state and local
proficiency standards.
S/he may check the make-up tutorial book and/or teachers website for missed assignments
and powerpoints, though the interactive classroom experience cannot be assured except that
an absent student should be prepared to attend tutorial for at least forty five minutes. Please
know that assessments must be completed in the presence of the teacher of record only or per
an approved accommodation. If you are absent, then plan to attend tutorial.

3. INTERNET BASED PRACTICE / SELF TUTORIAL: Use your resources!!! Go to the


Realidades website so that you may to practice lessons from the current day. Also, an
optional site is: www.studyspanish.com (a free grammar-based resource that is readily
available for tutorial). Or, for challenges with grammar, parents / the student may want to
invest in Gramtica Viva: Interactive Student CD-ROM (ISBN-10: 0-13-111796-3 / ISBN-13:
978-0-13-111796-9 Published by Prentice Hall 2004) and/or invest in Rosetta Stone as a
viable option for extended, theme-based tutorial practice.

4. STUDYING: Language acquisition is challenging; however, nightly review will improve your
proficiency. Proficiency is a realistic outcome of the continuous engagement in classroom
activities not being absent, talking or doing other things away from assigned tasks - so that
the individual may improve their abilities to read, write, speak and listen effectively in the target
language. It is suggested that a student invests in her/himself least 20 minutes per night of
classroom study and up till not more than one and a half hours before the common midterm,
common final and thematic unit quizzes.

NOTE TO PARENTS: Parental involvement increases a childs achievement. Student performance


may be viewed via the Infinite Campus student information system; however, parents are encouraged
to contact the teacher, if they have any sort of questions or concerns about their child(ren)s progress.
Request an Infinite Campus password from the main office. Parent / Teacher / Student
conferences will be scheduled through the counselors and/or other authorized administrative
staff. Please ensure interactive and timely communications, so that we can forge a positive and
challenging learning environment!
---KEEP SYLLABUS. DETACH IT, BUT HAVE YOUR CHILD TO RETURN THIS FORM SIGNED
TO THE TEACHER---

This returned portion of the syllabus verifies that you have received the course syllabus [Spanish 2H]
Moreover, we are committed to communicate in order to better serve the needs of:

___________________________ __________________________________
Students name (print) Students signature

Angela L. Johnson __________________________________ __________


Teachers name (print) Teachers signature Date issued

Comments:

________________________________ ____________________ and _________________


Parent / Legal guardians name E-mail Phone number

________________________________ _______________________
Parent / Legal guardians signature Date signed

QUESTIONS / DISCUSSION NOTES ABOUT THE COURSE REQUIREMENTS: