Name:______Date:______Hour:______
Syllabus: Spanish I
“Whatsoever a man soeth…so shall he reap”
Course Description:
Students will understand three important components of Spanish upon completion of Spanish I. Students will have a basic understanding of the Spanish language, an appreciation for the diversity of Spanish culture, and an understanding of the historical significance of the Spanish language, and culture. Students in Spanish I will not be following a textbook, however, they will be using supplemental text material and will follow a curriculum that adheres strictly to the Spanish content standards set by the State Board of Education
Language: Students in Spanish I will acquire basic Spanish speaking, reading, listening, and writing skills. Acquisition of a foreign language such as Spanish occurs through comprehensible input, meaning listening, reading, writing, speaking, storytelling, motion and movement. This method of comprehensible input allows students to acquire an “ear” for the language and also promotes the development of a large Spanish vocabulary. This method of teaching and learning fosters long-term language skills through consistent and comprehensible exposure to grammatically correct language. Following are examples of techniques that will be used: music, personalized storytelling, short video clips, text: Look I Can Talk, and much more…
Following is a basic overview of the grammatical objectives for Spanish I:
- Present Tense
- Verb/subject agreement (conjugations):
- 3rd person singular (the dominant form)
- 3rd person plural
- 1st person singular
- Infinitive: (“quiere ______”,”puede ______”)
- Reflexive v. objective pronouns
- Adjective Agreement
Culture: Students will begin to develop an understanding of the numerous cultures within “Spanish culture”. Historically significant aspects of Spanish culture will be defined, and studied, specifically those that differentiate between Latin and Hispanic cultures.
History: The historical significance of the Spanish language and culture defines the importance of studying Spanish for students at ReeseHigh School. Students will understand how the Spanish language diffused from the Iberian Peninsula to South America, North America, and eventually to Reese, Michigan
Basic Classroom Expectations:
- Responsibility: Each student is responsible for his/her grade. Therefore, all students are encouraged to visit with Mr. Brunner to monitor individual academic progress. The best times to meet with Mr. Brunner are before school, at lunch, and immediately following school.
- Participation: Participation is essential to the success of the individual student in Spanish I. As you will notice, participation is 20% of the class grade, therefore its importance cannot be emphasized enough. Students will be expected to “leave all inhibitions at the door” and participate in class consistently on a daily basis. The majority of the work, and the learning, will be completed in class, therefore, participation becomes key to learning.
- Págame: Each student starts with 100% participation grade. If a student consistently does not participate (speaks English, does not do actions, will not sing, etc.) I say “págame” (pay me). Each “págame” lowers the student’s overall participation grade by 5%. A student has the opportunity to make up this loss by meeting briefly with Mr. Brunner and completing a short “págame” assignment. Each “págame” assignment makes up for only 5% of the participation that was lost. Each “págame” assignment becomes proportionately more challenging and thorough, depending on the amount of the participation grade that the student wishes to make up.
- Homework: Late homework will be accepted with a 20% deduction for each day that it is late. Homework is considered a day late if it is not turned in immediately when Mr. Brunner collects it. There are no exceptions to this rule. After two days, the late assignment will no longer be accepted unless the student has spoken with Mr. Brunner. If a student is absent and excused, they have two school days to complete an assignment (homework, test, quiz). Unexcused absences result in an automatic zero for the assignment with no opportunity for the 79% rule.
- 79% Rule: Any assignment (homework, test, quiz) except for the final exam(s), may be retaken, or resubmitted for a score no higher than a 79%. A student has one week from the day the assignment is handed back to re-do the assignment for a grade of 79%. An assignment turned in late may not be resubmitted and is exempt from the 79% rule. This rule is optional and is the student’s responsibility!
- Tardy: A student is considered tardy if he/she is not in their assigned seat and prepared for class when the bell rings.
- Prepared: class materials ready (writing utensil, personal binder, and current class work) and the student is ready to learn.
- Academic Integrity: All material turned in by a student must be a product of his/her own thoughts unless its ownership is referenced accordingly. Penalties resulting from a breach of academic integrity will result in an automatic zero for the assignment, as well as appropriate disciplinary action.
Grading Policy:All work will be graded by percents, and will be converted to letter grades. According to the standards set by the School Board, and stated in the Reese High School Handbook, each marking period will equal 40% of the final semester grade, and the semester final will be worth 20% of the final semester grade. Grades will not be rounded (an 89.9% is a B+, not rounded up to a 90%, which is an A-)
Grade Scale:
- 94 – 100 = A
- 90 – 93 = A-
- 87 – 89 = B+
- 84 – 86 = B
- 80 – 83 = B-
- 77 - 79 = C+
- 74 – 76 = C
- 70 – 73 = C-
- 67 – 69 = D+
- 64 – 66 = D
- 60 – 63 = D-
- 0 – 59 = E
Grade Breakdown:
- Participation: 20%
- Tests: 35%
- Quizzes and Major Assignments: 30%
- Minor Assignments: 15%
By signing this syllabus, I state and assert that I have read and agree to all of its terms.
Student Signature:
______
Parent Signature:
______
Mr. Brunner reserves the right to make changes to this syllabus at any time throughout the school year.