Spanish 1 – español 1

Syllabus & Contacts Form:

James Clemens HS, Rm. C117 Teacher: Mary Crouch Officehrs: Tues, 11:20-12:20

11306 County Line Road Email:

Madison, Alabama 35756 Twitter/Insta.:@SenyoraCrouch/senyoracrouch

¡Bienvenidos a la clase de Español 1!

(Welcome to Spanish 1!)

I. Course description:Students will begin to understand and use Spanish about topics relating to themselves: self-description, basic needs, daily activities, preferences, family, and friends. Students will interpret (read/listen), speak, and write in Spanish at the beginning level. Students will explore various aspects of Hispanic cultures through authentic texts and speech, visuals, and hands-on learning. Spanish 1 is taught 90% or more in Spanish, with the understanding that students are in the process of learning the language.

II. Course objectives:Students will develop their proficiency in Spanish languageand Hispanic culturesby participating actively in instructional activities based on research-based methods, standards, and guidelines, including the ALCOS, the CCRS, the ACTFL World-Readiness Standards, and, significantly, the ACTFL “Can-do” statements. (ACTFL = American Council on the Teaching of Foreign Languages)

A. Proficiency guidelines:Students will be able to communicate face-to-face and in writing using the present tense concerning very familiar, personal topics, including self, family, home, daily activities, interests and personal preferences, food, ordering, shopping, and household chores, etc., as well as cultural perspectives, practices, and products, with some errors that sometimeshinder being understood. Students are expected to attain a novice-mid to novice-high or better proficiency in each of the four language skills(ACTFL).

B. ALCOS/CCRS: The course will be based on the 11 Alabama Course of Study objectives for level 1 and on College and Career Readiness Standards, in correlation with Alabama Common Core.

C. ACTFL World-Readiness Standards for Learning Languages: The 5 C’s: We will use the 5 C’s in this course to guide our daily and semester-long learning targets. The 5 C’s are: 1.) Communication, 2.) Cultures, 3.) Connections, 4.) Comparisons, and, very importantly, 5.) Communities

D. ACTFL “Can-Do” Statements: Students will use the “Can-Do” statements to set goals, focus learning daily, self-assess progress, and reflect on learning. The teacher will use the “Can-Do” statements to help inform the direction of instruction and to show student progress through the semester.

E. Skills and Modes: We focus on speaking, listening, reading, and writing skills in three modes: interpersonal, interpretive, and presentational. These create “communication.”

III. Course Layout: Class includes a culturally diverse range of authentic materials for use in reading, listening, speaking, and writing activities and assessments with the ultimate goal of increasing authentic communicative ability in the Spanish language (el castellano) for real-world language leaders.

A. Ongoing Projects and Assignments: All tasks are to be completed in Spanish.

i.Conciencia:Students will follow class rules and maintain a positive and supportive attitude and environment for each other as individuals and as a class (daily grade, weekly)

ii.Lingua Café:Students will participate in a daily conversation with classmates (daily grade, weekly) at the beginning and/or end of class to practice speaking Spanish in a relaxed and welcoming environment in order to warm up, have fun, and work out any kinks in language use

iii. TALK: Students will participate in spoken/oral interpersonal activities often. During this time, the teacher observes students for 4 criteria: talking in Spanish, being accurate, listening and understanding, and being cooperative, attentive, and helpful in conversation with a partner (periodicdaily grade).

iv.Pesos:Students will be extremely encouraged to earn pesos by answering questions, being on task, helping others with language questions, and showing growth with language. Pesos are a way for the teacher to conduct constant formative assessment and provide productive, personalized feedback for each student (daily grade, weekly and test grade, at the end of every 3 weeks with the 3 weeks’ daily grades averaged together).

v. Puerta a las Posibilidades:Students must complete a weekly journal entry (daily grade) in class about a topic related to the current unit of class; this is a way for students to be creativeand personalized with language expression. This will all be kept together and turned in as a whole at the end of the semester with reflections (1 end-of-semester test grade for the completed portfolio and reflection).

vi. Cartera de Cultura: Students will have a wide range of cultural activities to choose to engage in over the course of the semester in order to participate in the community of Spanish-speakers and Hispanic cultures outside of class—anywhere at all in the world; as they complete each activity (daily grade, at least 5 activities over the course of the semester), they will compile a portfolio of all of their 5+ culture activities over the course of the semester (1 end-of-semester test grade for the complete portfolio and reflection).

vii. ConversaciónComunitaria: Students are responsible for finding someone to speak Spanish with to practice, preferably a native(person’s 1st language) or heritage (family’s 1st language) Spanish-speakingpartner,(daily grade,2 times during the semester, and bonus points for more frequent conversations); also, each time, students will makeand compile a report log to turn in of the recording, partner’s contact info, and a reflection on how they did with their Spanish communication skills in the conversation (daily grade,2+ entries for the semester). This will all be turned in together when all 2+ conversations, info, and reflections are complete (1 end-of-semester test grade for the completed portfolio and reflection).

viii. PuedoFrases: Students will add to their personal “I can” sections of their portfolio of “Can-do” Statements with personal language goals, self-assessments, formal formative and summative teacher assessments and feedback, and self-reflectionson their various language skills and functional abilities, using the ACTFL “Can-do” statements (daily grade = “Can-do”goals, self-assessments, and self-reflections; test grades = formal assessments, end-of-semester completed portfolio)

xi. Portafolio de Progreso: Students will set up (create, organize, personalize) a semester portfolio to maintain in the classroom that will contain all of the entries, reports, assessments, and reflections from the tasks above. This is a list of the sections and their corresponding contents for the semester:

  1. Conciencia: weekly reports, weekly reflections, and end-of-semester reflection
  2. Linguacafé: weekly reports, weekly reflections, and end-of semester reflection
  3. TALK: periodic reports, periodic reflections, and end-of-semester reflection
  4. Pesos: weekly reports, weekly reflections, and end-of-semester reflection
  5. Puerta: weekly entries, weekly reports, weekly reflections, and end-of-semester reflection
  6. Cultura:5+ entries, ½ semester check report, ½ semesreflex, end-of-semes check, end-of semes reflex
  7. Conversación: 2+ entries/recordings/reflections, end-of-semes reports, and end-of-semes reflex
  8. Puedo: periodic goals, self-assessments, self-reflex’s, teacher assessments, and end-of-semes assess/reflex

B. Grading Scale:Dailies = 30%..., Tests = 70%..., Final exam = 1/5 of overall course grade.

*Zero credit policy for plagiarizing and cheating/copying classmates or the Internet to produce work, especially writing and speaking assignments from translators.*

IV. Class Responsibilities:

A. My class rule and your responsibility:

Any behavior that contributes to and promotes learning is allowed and encouraged. Any behavior that takes away from or distracts learning is not allowed.

B. Joining, Checking, and Using Edmodo & Apps:You will sign a responsible device use contract the first day of class to be able to use electronic devices in class. This is an extremely important contract for you to read, sign, and live by. You will be held responsible for your digital and device conduct in and for this class. You are responsible for joining, checking, and using digital media platforms and apps, such as Edmodo, for class. Also, this is the best way of communicating with for class: use an online platform.

*Note: If you have NO device/wi-fi OUTSIDE of school, please inform me as soon as possible so I will know and give you alternate ways of getting information and turning in assignments.

C. Bathroom and other Passes: You’ll start the semester with 3 “emergencias” passes for the 9 weeks. You can use your emergency passes for the bathroom, to go to the counselor, the library, or the nurse. You’ll get 3 new “emergencias” passes for the 2nd 9 weeks. You will tear one off and write MY name (Crouch) plus the time that you leave class on the back and take it with you as a pass. After you return, throw it in the garbage. *You never need to ask me to go, as long as you have a pass.

D. Work Turn-Ins: At times, you’ll turn things in online or on paper, and sometimes in your Portafolio over a period of time, not all at once. BE AWARE of your deadlines for each assignment and task because some projects have far-away deadlines but they will take time to complete. Late assignments are 10%off every day they are late, and 5%off same day but after I ask for it.

E. Pesos/Envelopes: You have a peso envelope with a calendar grid for each day of class. When you earn pesos, put them in the envelope. At the end of class, you write how many pesos you got that day on your envelope calendar in PEN. Then, you will remove the pesos from your envelopes. Each day, there will be a table leader who will verify that each person, including him/herself wrote down and removed the correct number of pesos. There will be negative consequences for the table leader and you if this does not happen correctly each day. This could earn you a zero for the weekly grade. Then, the table leader will put the pesos in the peso bag. You will take your envelope home every day, except Friday. If you take your envelope home Friday or lose your envelope, you will receive a zero peso grade and lower Concienciagrade for that week.

*Note: The table leaders will change regularly. And, you may replace your envelope if lost.

F. Absences and Late Assignments: Connect with at least 2 people you can rely on to catch you up if you are absent. I will not answer you if you ask me in class about what we did and what you missed when you were absent, except to say go ask someone or check Edmodo.

*Note on late work: You must have an excused absence to turn in late work. You have 3 days to turn in that excuse and work. If you missed a test or quiz, schedule it with me, ASAP!

V. Engaging and MotivationalActivities:

A. TAPI:

What is it: This stands for “el Tiempo de Aprendizaje y ProyectosIndividuales,” or Individual Learning and Projects Time. Each WEEK students will start with5 minutes on the clock for TAPI; the class can gain or lose time—up to “25” minutes, and down to “0”—for promoting, contributing, and participating in learning--and it will be earned or lost as a class.

How does it work: The best way to gain time is to stay communicating in Spanish. And, the fastest way to lose time is to start communicating in English. Therefore, all students need to encourage each other touse Spanish every class, all class period to retain and gain TAPI time.

What do I get: For TAPI,you choose an academic activity to work on independently.Creativity and exploration with Spanish language and Hispanic culture is the key objective. You can take this time to ask questions, look up a cultural topic, finish writinga “Puerta” journal entry, practice speaking, learn new words, listen to Spanish-language music, etc.

What do I have to do: Justjot down a note to say what you did during TAPI.

B. Estírate y Estudia:

or, “Stretch and Study,” means that every so often, we’ll stop what we’re doing in class and stretch, stand up, and relax, because we’re working hard and need breaks to relax and stretch our bodies and rest our brains for a few seconds. Then, we’ll go back to work! You’ll hear me say “Estírate,” and that’s your cue to stretch, stand up, meander, etc. Then, you’ll hear me say “y Estudia,” and that’s your cue that we are going back to work studying and learning.

VI. Extras:

Accommodations: Requests for accommodations for class are welcome from students and parents. You have rights to accommodations if you have any listed on an IEP or a 504 Plan for Spanish class.

Concerning school-owned laptop utilization:

1. Student laptops should not be hard wired to the network or have print capabilities.

2. Use of discs, flash drives, jump drives, or other USB devices will not be allowed on MCS computers.

3. Neither the teacher, nor the school, is responsible for broken, stolen, or lost laptops.

4. Laptops and other electronic devices will be used at the individual discretion of the teacher.

VII. Text for course: The outline of the course is based on ¡Avancemos! 1 (2007). There is an online version with supporting materials that may be available, and there is a class set of books. Students will NOT be issued a book to take home. There are many other authentic reading and listening resources that we will use in class. For those, students will always be given access for free.

VIII. Supplies Required for Course:

a. Earstuned/attentive to Spanish when listening to me, classmates, and Spanish-speakers

b. Eyes focused on me, class partners, visual aids, and your surroundings in Spanish class

c. A clear and attentive mind to focus on learning every day

d. Pencils/pens/highlighters used daily for activities and note-taking

e. Loose-leaf college-ruled paper used daily for activities

f. A 3-ring large binderfor Spanish class only to keep notes and work-in-progress in one place

g. A Portfolio-type folder with pockets and a binder function to keep all materials in, in classroom

h. Art supplies coloredpencils, stick glue, scotch tape, mini stapler, construction paper, posters

i. EarbudsONLY for when we do a listening activity in class from an online listening source

j. Electronic devicesONLY for when we specifically use them in a class activity

k. Classroom health supplies (please!) tissues, cleaning wipes, hand sanitizer, paper towels

l. (optional) Classroom supplies  expo markers, dry erase erasers, country maps and flags, etc.

Course Outline
Pre-unit / Orientation to class.
Topics: class objects/terms, routine commands, about the teacher, calendar, dates/#’s
Grammar: common command verbs and forms, including estar; common phrases/#’s
Unit 1 / Theme: Personal and Public Identities and Contemporary Life
Topics: Intro’s, Hellos/Goodbye, Small talk phrases/situations, emotions,age, #’s, colors, etc.
Grammar: subject pro’s, ser/estar/hacer, verb form concept, plurality, gendered words, etc.
Unit 2 / Theme: Families and Communities, Personal and Public Identities, and Contemporary Life, etc.
Topics: Origins, family, age, Spanish-speaking countries, personality traits, physical appearances
Grammar: ser + “de” possessive, tener vs. ser, articles, possessive pron’s, gender/plurality, etc.
Unit 3 / Theme: Beauty and Aesthetics, Personal and Public Identities, and Communities
Topics: Physical appearances/traits continued, likes/dislikes, common activities, clothing, colors
Grammar: subject pron’s, present tense verb conjugations by subject pronoun, ser, tener, gustar + infinitives as vocabulary, IO pronouns + gustar, llevar/tener, gender/plurality
Unit 4 / Theme: Personal and Public Identities, and Contemporary Life, etc.
Topics: Time, daily routines/activities, school, class schedules, after school,cardinal #’s, etc.
Grammar: ser+time, frequency adverbs, reflexive pron’s + verb forms, present tense, adjectives
Mar 14th-18th / Vacaciones de la Primavera (Spring Break – No school)
Unit 5 / Theme: Personal and Public Identities, Families and Communities, Contemporary Life, etc.
Topics: Haves vs wants, a. to want to, b. to have to, c. to be going to “verb”; transport/directions
Grammar: present tense, double verbs and forms, tener, querer, and ir + a + verb,estar/quedar…
Unit 6 / Theme: Contemporary Life, Families and Communities, and Personal/Public Identities
Topics: Food, drinks, ingredients, meal times, restaurants, ordering, comparisons/opinions
Grammar: comparative/superlative adjectives, preferir, present tense, polite phrases, etc.
Unit 7 / Theme: Families and Communities and Contemporary Life
Topics: At home, household items/rooms, chores, downtown/locations, recently finished actions
Grammar: command tenses, pron.’s, affirmatives/negatives, descriptive adj’s, acabar de…, etc.
May 2_? / Final Exam

* The pacing guide serves as a guide for both the teacher and student; however, during the term it may become necessary to make additions, deletions, or substitutions. Notice will be provided to students of any necessary changes.

Dear Parents and Guardians:

¡Hola! I would like to introduce myself as your child’s Spanish teacher this year. I am looking forward to working with you and your child as he or she continues learning the Spanish language and explores deeper into Hispanic cultures.

I’d like to tell you a little about my background. I hold Master’s degree in Secondary Spanish Education from Auburn University and a Bachelor’s degree in Spanish Languages and Literature from the University of Alabama – Huntsville. I am trained in and practice communicative language teaching, which means that your child will be learning Spanish in Spanish with lots of authentic materials, visual aids, and other second language learning strategies that support immersion and comprehension simultaneously. In class, our focus will be on learning, understanding, and communicating in Spanish by exchanging real-life messages while building vocabulary, grammatical structures, communication skills, and cultural knowledge. We will explore Hispanic cultures by working with authentic Spanish texts, ads, music, video clips, and more. In class, I speak in Spanish 90%+ of the time by carefully monitoring what I say, using visual aids, props, and/or gestures. Your child will not always understand every word, but he or she will understand the language I use because I’ve planned well and anticipated problem areas in order for him or her to do well.