Course Syllabus
Name of Course: Spanish 2
Name of Teacher: Roberto Zúñiga
E-Mail Address: rzuniga@aptoshs.net
VoiceMail # 688-6565 x627			Room # I203	Preparation Period: 4th
I	Course Description/Outline (reflects needed skills) This course is one in a sequence of levels that cover the study of all aspects for foreign language—speaking listening, reading, writing, and culture. Thus, the study of foreign language addresses ESLRs A, B, C, and D on almost a daily basis, and students will be evaluated on how well they achieve in these areas. The second year course emphasizes spoken language through vocabulary building, pattern drills, grammar exercises and simulations. Special activities further students’ knowledge about Hispanic cultures and history. Students who have consistently prepared and participated may expect to talk about activities in their childhood, yesterday, next year, as well as today and understand Spanish spoken at a moderate level.
II	Materials Provided (name of textbook, other resources, videos used, etc.) Realidades texbook and workbook. Workbooks are an important part of the course, but the school does not supply them. Students are asked to buy workbooks for the cost of $20.00. Students who cannot afford this expense should consult with me. Class workbooks will be provided, but students will not be permitted to write in these books or take them home. La Catrina, a video series, is another important part of the course. The 14 episodes will be shown about twice a month, and often two times for each episode so the students can first hear and watch the events and then hear and read the tapescript in order to further increase their literacy.
III	Materials Required 1. Spanish notebook—Students should keep a notebook separate from their other classes that contains all work that they are expected to master as the year progresses. The notebook will serve as a sequential study guide for quizzes, tests, and final exams. Because of security precautions, I keep all quizzes, tests, and exams after we review them in class.
IV	Goals (knowledge to be acquired, technical skills, etc., specific reference to ESLRs and state standards or connect to 1. To read, write, understand and speak Spanish at an intermediate level and to gain a deeper understanding of the various cultures where Spanish is spoken. Students will read our textbook, tape scripts from our video series, and the Spanish magazines I provide in their quest to meet the million word challenge.
V	Units of Study (activities) 1. In second year, we will spend the first seven weeks or so reviewing the important concepts from the first year course. The next ten weeks or so we will spend covering the concepts in the second-year book that are addressed in the Repaso (Review) section of the second year text but were not covered in first year. The first semester final will cover Repasos A through F. We will begin Chapter One at the beginning of second semester. Chapters take two weeks to complete. Students will have a quiz on Palabras 1 and 2 (vocabulary) usually on a block day a week into the chapter. A week later again on block day, they will have the chapter test that will include the vocabulary but will be more heavily weighed by the structures in the chapter, so between the quiz and the chapter test the two emphases are of about equal value. We will finish Chapters One through Seven in second semester. The final exam will cover the material from second semester only.

VI	Methods of Assessment (may include tests, portfolios, projects, essays, etc.) Students are assessed by their ability to achieve the objectives of reading, writing, understanding, and speaking Spanish. Tests are fairly evenly divided between vocabulary acquisition and mastery of grammatical structures. 1. Bell assignments 2. Classwork assignments 3. Classroom participation 4. Homework 5. Exams and quizzes 6. Projects 7. Notebook 8. Oral Presentations
VII	Methods to accommodate language learners and other target populations The entire pedagogy of foreign language instruction addresses this objective. Accommodations are made for students with 504 plans or other special needs, and besides the tutorial period, I am available at lunch or after school by appointment for extra help. A list of professional tutors is also available.
VIII	Units or activities that address language and math standards needed for High School Exit Exam (for classes other than language arts and math) The study of foreign language reinforces many of the standards that students must master for the HSEE. The regular study of Spanish grammar bolsters students’ understanding of English grammar, and the ongoing acquisition of vocabulary helps students expand their English vocabulary. For example, the quite common word “amable” in Spanish to acknowledge a kind act is a cognate to the rather advanced English word “Amiable.” Those connections occur constantly in Foreign Language study. We do a bit of Math too. We convert foreign currency into dollars to get an accurate estimate of the worth of certain items, and we convert kilometers into miles and discuss the time it will take to cover certain distances if going the maximum speed Limit.
IX	Class Procedures (missed assignments, make up work assignment format) Homework is always due the next class day unless otherwise specified. To motivate students to be prepared for the day’s lesson, students cannot submit late homework and receive credit. Rewarding students for late work only encourages them to come to class unprepared for the day’s lesson. If a student has an excused absence, the student must make up the previous day’s homework and do that day’s homework and show both of them to me the next day. If the student does not show me the made-up work, she will not receive credit for that work. Quizzes and tests are the responsibility of the student to make up. They must be made up within two weeks or the student will be penalized. The tutorial time during block schedule days is most convenient for make-ups, but students can also schedule to come in during lunch or after school. In-class activities that students miss (such as transitions and “Elmos”—activities off the overhead) can be made up by writing out activities in the textbook that we did orally in class. Students should be able to figure this out on their own or from their partner, or hopefully from the daily lesson plans that should be posted on my nascent web site. If students are still unclear about how to make up work that they missed, they can consult with me outside of the instructional time.
X	Behavioral Expectations (and consequences) Spanish is a college preparatory course, so behavioral expectations are high. If a student disrupts the learning environment, I usually just call the student by name and either gesture or say please. If the student acknowledges her transgression with a “Sorry” or another appeasing gesture, I proceed with class. If the student responds with some sort of denial or challenge as in “What?” or the student has repeated a disruption, I ask the student to step outside for a one-on-one conference. If in the conference the student is cooperative, we return to class. If the student is uncooperative, I will suspend that student from class and call home. If a student continues to need conferences, I will suspend the student and call home. If I have to call home more than once, I will request administrative intervention with all parties to attend a meeting. If problems continue to persist, I will request that the student be dropped from the course and an F grade be assigned for the semester.
XI	Grading Policy Quarter Grades 1. 40% Exams 2. 20% Quizzes 3. 15% Homework 4. 20% Class participation 5. 5% Projects 1^st Semester Grade 1. 40% 1^st Quarter 2. 40% 2^nd Quarter 3. 20% Final exam or Project 2^nd Semester Grade 1. 40% 3^rd Quarter 2. 40% 4^th Quarter 3. 20% Final exam or Project
I have read & understand the “Course Syllabus” for... spanish 2 Parent/Guardian Signature................................................................................................................. Student Signature Date: cc: Teacher: Sr. Zúñiga Student