Planning Period: TBA,
School Phone: 416-8060,
e-mail mahannahjayd@mcsk12.net,
website: FairleyHigh.blogspot.com
Course Overview:
The world language program in MCS focuses on using languages in real-world situations. Students learn language that prepares them to communicate with others through oral language, print, and media. Although students will need to know vocabulary, grammar, and cultural information, they learn them in order to use them purposefully for communication with others. This emphasis on communication aligns the MCS curriculum with state and national standards.
At each of level of world language instruction, students expand the topics on which they are able to communicate, the ways in which they are able to express themselves and understand others, and the sophistication with which they can express ideas. Student understanding of other cultures, ability to behave in culturally acceptable ways, and to recognize the relationships between language and culture grow with each unit, year, and level of world language study.
Each level of the MCS language curriculum is guided by clear statements of what students will know and be able to do. Realistic expectations for how well students will be able to use their language and cultural skills are also clearly stated. These objectives determine what teachers teach, what practice activities are provided to students, and how student progress is evaluated. Ultimately, because the goal of learning language is to be able to use it, MCS teachers are expected to test and evaluate their students on what students can do with what they have learned.
MCS world language course descriptions include: 1) a series of ‘can do’ statements that indicate what students are expected to demonstrate their ability to do by the end of each academic year of instruction, and 2) a description of how well students can use the language they have learned at the end of the year.
Course Objectives:
At the end of Second Year of a World Language class you will be able to…
• Express needs and preferences
• Express feelings and emotions
• Give and follow simple directions
• Ask and answer questions about topics such as: school, family, past experiences, future goals, special events, the community, daily activities, etc.
• Read and understand simple, level-appropriate authentic text
• Give brief, organized oral presentations with visual aids
• Write short, organized paragraphs about familiar topics
• Demonstrate greater understanding of the influence of geography on food, clothing, and other cultural aspects.
• Compare and contrast with a deeper understanding the cultural similarities and differences
• Compare and contrast the view points of the target language with their own
• Use simple sentences and phrases to narrate in the past about familiar topics.
• Recognize the future tense.
• Use level-appropriate idiomatic expressions of the target language
How well will you be able to use their language at the end of the Second Year?
As you wrap up this level of language learning, you are feeling better about your ability to say what you want to say rather than having to rely a lot on memorized or short expressions. You can handle, with a bit more confidence, normal daily routines using your language, like ordering food, making simple purchases, asking for or giving directions. You speak and write more often in sentences than in just words or phrases, but your sentences are fairly simple and are most often in present tense. You can sometimes use past and future tense to communicate information, but your accuracy tends to decrease as you use these tenses. You are able to ask questions to gather information that you need or want. Since you are now creating more of what you want to communicate, you notice that you sometimes have to pause to formulate your thoughts--this is natural at this stage of your language learning journey. Errors continue to be present as you speak or write but you may find that you notice them more readily and are actually able to make some repairs as you go along. Your listening ability is expanding to include not only the conversations that you have in class with your teacher and your classmates but also short, routine telephone conversations and simple announcements and reports that you can hear on the television, radio, or on the Internet. You can read simple, straight-forward information about things that you are interested in as well as simple informational readings found in daily life (signs, menus, announcements/advisaries). When you read these texts, you generally always get the main idea and can pick out some details.**Students do not progress to a new proficiency level each year.
First Quarter Overview: Sample Student Outcomes
First Quarter- Unit A
• I can ask and answer basic questions about school and leisure activities.
• I can give and receive frequently practiced instructions about school rules.
• I can listen to and follow simple directions.
• I can identify the main idea and some details when reading about school and leisure activities.
• I can give simple and brief oral presentation using visuals and/or props.
• I can pronounce Spanish with some accuracy and correct intonation.
• I can identify explain the difference between quinceañera and sweet sixteen.
• I can explain the importance of Día de los Muertos.
• I can discuss the significance of open-air markets in the target culture.
• I can ask and answer basic questions about shopping.
Projects, Approved Outside Reading:
• Hip Hop Cancion Video with Vocabulary Props
• Mexican Immigration
• How the Garcia Girls Lost their Accents
• Why You Cryin?
• Immigration Tales comparison sheet from iTunes.
• Grammar Presentation
• 100 flashcards with pictures from Chapters PE, 1A, 1B, 2A, 2B
• Other teacher-approved project
• Dicho Poster/Artwork
• Foreign Language Fair Entry
Resources: Realidades Level One-Two; Pearson Prentice Hall
Other books as assigned
Supplies:
2 notebooks or folders with lined paper
2 highlighters
1 Binder with lined paper
1 pack of colored pencils or crayons
1 computer disk or memory stick
1 Spanish-English/English-Spanish Dictionary
Pens or Pencils
Attendance Policy:
Because Spanish is an oral language that requires daily practice, you are expected to attend each class. A significant portion of your grade will come from completing in–class assignments and practice.
A student who misses more than 1 day in one quarter should not expect to receive a grade higher than a “B”.
A student who misses more than 2 days in one quarter should not expect to receive a grade higher than a “C”.
A student who misses more than 3 days in one quarter should not expect to receive a grade higher than a “D”.
Students who do not bring “Absence Forms” will be considered truant and will be required to attend a Parent-Teacher-Student conference. Not attending the conference will result in an “Incomplete” grade for the student. Students are also subject, of course, to the student handbook and its consequences.
Classroom Expectations:
Be seated and working on the “Do Now” activity when the bell rings.
Ask for help and clarification if you do not understand.
Participate in all activities.
Bring your supplies with you to class everyday. Two passes are allowed per quarter for emergencies.
Classroom Rules:
1) Respect yourself (with your proper uniform, proper speech, and proper conduct)
2) Respect others (listen and respond to others ideas without yelling, bullying, or hitting)
3) Respect the teacher (raise your hand and be silent when the teacher’s hand is raised)
4) Respect the school (clean up your messes, do not stand or sit on desktops
5) Cell phones and other electronic devices are not to be used in class.
Grading Scale: 93-100% = A; 85%-92% = B; 75%-84% = C; 70-74% = D; 0%-69% = F
Tutoring hours: During eLearning Lab Hours (M, T, Th from 2:30-4:30)
Make-up work Policy: You may turn in the missed assignment within 3 days of the due date for up to 70% of the missed points.
Academic Honesty Statement: Plagiarizing is prohibited. Plagiarism means to steal and pass off the ideas or words of another as one’s own. Plagiarism is a form of stealing, but the biggest victim is you because plagiarism is robbing yourself of knowledge. Knowledge is power. Education can free you from social and mental slavery. If you need help in any way, please ask a teacher.
“If you fail to read this syllabus, your head will be shaved”
First Nine Weeks
August 10 - 14 Syllabus; course introduction, overview; E-mail account setup;
Engrade Setup; Info Notecard; Phone Buddy Assignments; Grammar
Teaching Partners; Syllabus & Handbook Quiz; Cultural Notebook
Entry; Vocabulary Notebook Entries (20); Internet Schedule/Partner
August 17 - 21 Realidades 1 – 7A
Homework/Writing Station Review
Audiolingual Practice
Lecture 7A-1
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Word Find &
Practice; Map quiz
Writing Station: Fondo Cultural Reflection 2; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
August 24 -28 Realidades 1 – 7A
Hip-Hop Cancion Translation
Homework/Writing Station Review
Audiolingual Practice
Lecture 7A-2
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Crossword & Practice
Writing Station: Fondo Cultural Reflection 3; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
August 31 – Sept 4 Realidades 1 – 7B
Hip-Hop Cancion Translation
Homework/Writing Station Review
Audiolingual Practice
Lecture 7B-1
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Word Find & Practice
Writing Station: Fondo Cultural Reflection 4; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
Labor Day – September 7
Sept 8-11 Realidades 1 – 7B
Audiolingual Practice
Lecture 7B-2
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Crossword & Practice
Writing Station: Fondo Cultural Reflection 5; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
Sept 14-18 Realidades 1 – 8A
Hip-Hop Cancion Translation
Audiolingual Practice
Lecture 8A-1
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Crossword & Practice
Writing Station: Fondo Cultural Reflection 6; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
Sept 21-25 Realidades 1 – 8A
Audiolingual Practice
Lecture 8A-2
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Crossword & Practice
Writing Station: Fondo Cultural Reflection 7; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
Sept 28 – Oct 2 (Homecoming) Realidades 1 – 8B
Hip-Hop Cancion Translation
Audiolingual Practice
Lecture 8B-1
Speaking Station: Audiolingual Practice w/ QOD.
Technology Station: Internet Crossword & Practice
Writing Station: Fondo Cultural Reflection 8; Vocabulary
Notebook Entries (20); Written Intervention as assigned
Project Station: See project guidelines and rubrics in class.
Daily Quiz
Oct 5-9 (Fall Break) Realidades 1 – 8B
Audiolingual Practice
Lecture 8B-2
Project Presentations
Grammar Teaching Presentations
Review
Speaking Test- Summative
First Nine Weeks Exam
Other Dates
September 12 - Saturday
ACT Exam
August 6 is the deadline to register for this test
October 12 - Friday
Parent-Teacher Conferences 4pm-7pm
October 24 - Saturday
ACT Exam
September 17 is the deadline to register for this test
November 12 - Thursday
Student Work Exhibition (Parents call to 416-8060 to volunteer!)
“If you fail to read this syllabus, your head will be shaved”