King Philip Regional High School

201 Franklin Street, WRENTHAM, Massachusetts, 02093   tel 508 384-1000    fax 508 384-1006

SYLLABUS

2011  -  2012

Click on any item to open or close the lists

Welcome to Spanish Class! Congratulations on having decided to continue your Spanish studies!

• SPANISH II - (8128 -H) - Grades 9, 10, 11, 12.

  • Outline of the Year

    The purpose of the class is to teach students one of the most spoken languages in the world, Spanish. Through the study of this language they will explore and gain understanding of the Spanish speaking countries. Furthermore, they will be able to contrast, identify differences as well as similarities between the American and Hispanic cultures. 

     Goals and Objectives 

    This course will follow Paso a Paso 2  book and aligned to the DOE Massachusetts frameworks. The course is conducted in Spanish. The Spanish II course is filled with vocabulary, grammar, an introduction to compound tenses, and cultural information. Students will demonstrate their ability to listen, understand, speak, read, and write in the target language. This course stresses communicative skills, and students are encouraged to participate actively in Spanish.  Required readings include dialogues and short stories, interviews, and poetry from the text Paso a Paso 2. Students must write in Spanish while demonstrating accuracy and clarity. This collaboration of speaking, listening, writing, and reading allows students to build a strong foundation so that they may continue in their study of Spanish.

    Paso a Paso 2

    

    Theme	Objectives	Grammar
    Chapter 1 School	-To talk about classes and homework -Describe your school and your school day -Compare subjects you like the most and the least -Differences & similarities between schools in USA and Mexico	-Verbos salir and conocer -Forma Comparativa: tan…como -Repaso: superlative, complemento directo, verbs tener, traer
    Chapter 2 Daily Routine	-Describe your day before and after school -Talk about which extracurricular activities you prefer -Compare your extracurricular activities with those of another student -Compare students’ extracurricular activities in Guatemala and the United States	-Reflexive verbs -Repaso: verbos con cambios o à ue -Repaso: verbos con cambios e à ie -Repaso: verbos con cambios e à i -Antes de/después de + infinitivo
    Chapter 3 Clothing	-Describe clothing in detail -Indicate clothing preferences and make comparisons -Say how you paid for purchases -Talk about currency in Spain and various Latin American countries	Repaso: Pretérito de verbos regulares -Adjetivos y pronombres demostrativos -Los comparatives: tanto(a)…como
    Chapter 4 Leisure-Time Activities	-Talk about past and present activities -Extend, accept, or reject an invitation -Discuss and evaluate a leisure-time activity -Talk about paintings of two Mexican artists and their culture	-Pretérito del verbo ser -Pretérito de los verbos hacer, poder y tener -Repaso:El verbo saber -Pretérito de los verbos reflexivos
    Chapter 5 Childhood	-Tell what you were like as a child -Tell what you used to like to do -Tell about what you learned to do -Understand how experiences in José Marti’s early life affected his later life	-El imperfect de los verbos –ar, -er , -ir -El imperfecto de ser y ir
    Chapter 6 Special Occasions	-Name/describe members of an extended family -Describe special family occasions, holidays and other celebrations -Greet people in several different ways -Discuss how one culture can influence another	-Pretérito de verbos con cambios e à i -Pretérito del verbo dar -Otros usos del imperfecto -Los verbos reflexivos recíprocos
    Chapter 7 Luxuries and Necessities	-Name and describe personal possessions -Tell to whom something belongs -State and defend opinions regarding necessities and luxuries -Discuss aspects of early American civilizations	-Los adjetivos posesivos -Los pronombres posesivos -Repaso: Los usos del verbo ser
    Chapter 8 Shopping	-Name and describe the location of places in a community -Ask for and give directions -Locate items in a drugstore or department store -Describe bargaining procedures in a Latin American market	-Repaso: Los usos de estar -Repaso: El presente progresivo -Construcciones negativas -El se impersonal
    Chapter 9 Accidents and Illness	-Describe how an accident occurred -Discuss an injury or illness -Describe treatment for an injury or illness -Compare pharmacies in Latin America and USA	-El Imperfecto progresivo -El uso del pretérito y del imperfecto progresivo -El pretérito de caerse, creer, leer y poner
    Chapter 10 Movies and Television	-Summarize the plot of a movie or television program -Describe the characters and settings of a movie or television program -Describe conditions when something happened -Compare soap operas in Latin America and the United States	-El pretérito y el imperfecto -El pretérito del verbo decir
    Chapter 11 The Future	-Discuss various professions -Say what you think the world will be like in the future -Discuss how to protect the environment -Compare attitudes toward the future in Latin America and the United States	-El futuro
    Chapter 12 Travel	-Give advice -Discuss travel arrangements -Make recommendations about what to do and see in your community -Discuss the variety of travel accommodations in Spain	-Repaso: Mandatos afirmativos con tú -Los mandates negativos con tú
    Chapter 13 Meals	-Describe different types of foods and dishes -Recommend and suggest various foods and dishes -Talk about nutrition -Discuss food preparation customs in Spanish-speaking cultures	-Repaso: Mandatos negativos -El subjuntivo
    Chapter 14 The Outdoors	-Discuss popular outdoor activities -Discribe the natural environment -Express attitudes and opinions about the environment -Explain why it may be unwise to drink the water in unfamiliar places	-El subjuntivo de ciertos verbos irregulares -El subjuntivo de los verbos ir y ser -El subjuntivo con expresiones impersonales

    Necessary Supplies

    Every student will need the following supplies and tools for this class:

     a)  Paso a Paso 2 book and workbook

    b)   English-Spanish Dictionary                                      

    c)   3-Ring Binder and lined paper

    d)   Pen, pencil and eraser                                               

    e)   Colored pencils and markers

    f)    Glue stick       

    g)   Book cover                    

    h)   Access to a computer with a word processor, PowerPoint and Internet connection at home.

    i)    Computer data storage device (USB stick)

    Grades

     I grade students fairly, and will provide them with useful feedback that can help them improve their work.  I will also be available after school to provide extra help and advice.  I want to help every student learn and guide them to their academic success.  However, grades are ultimately students’ responsibility, and if they want to improve their grade, they have to be willing to do the work.

    Spanish Weigh Grading 1/ Projects:............ 30% 2/ Exams:............... 25% 3/ Quizzes:............. 20% 4/ Participation:....... 15% 5/ Homework:.......... 10%

    \

    Letter Grade Meanings		Letter Grade Equivalents
    A	Excellent. (Outstanding accomplishment, showing mastery of content, creativity, and the ability to apply principles.)	A+    97-100   A      94-96   A-     90-93
    B	Very Good (Accomplishment above the average, and showing a significant degree of mastery, creativity, and ability to apply principles.)	B+    87-89   B      84-86   B-     80-83
    C	(Demonstrates a working knowledge of content and ability to apply the material learned.)	C+    77-79   C      74-76   C-     70-73
    D	Poor (A low passing mark, showing minimal accomplishment which should be considered unsatisfactory, especially for continuation in sequential courses.)	D+    67-69   D      64-66   D-     60-63
    F	Failure (Does not meet minimum requirements; a very poor level of accomplishment or failure to do required work; poor attendance may be a contributing factor along with attitude and effort.)	F       0-59
    I	(A temporary grade given for incomplete work due to illness or excused absence; must be made up before the end of the following marking period.)

     

    Teacher Expectations

     

    This is an academic elective. You are here to learn all you can and work hard. I am here to work hard and teach you. You will be surprised at how soon you will speak and understand if you give your best effort.

     

    1)    Students are expected to fully abide with KPRHS students/parents handbook and class rules and procedures.

    2)   Be respectful of your teacher, your peers and yourself by doing the right thing, in the right way, at the right     time.

    3)       Come to class with a positive attitude, willing, prepared and ready to learn.

    4)       Speak in Spanish as much as possible.

     

    Tips to improve your Spanish

     

    1)       To succeed in a foreign language you must be a risk taker and don’t be afraid to make mistakes. Learn from mistakes.

    2)       Be a good imitator.  Try to imitate your teacher’s pronunciation and practice with your peers in class.

    3)       If you have relatives or friends that are Spanish speakers, speak to them in Spanish.

    4)       Use the Spanish Lab in my website to listen to the vocabulary pronunciation for each chapter and review verb conjugations.

    5)       Make vocabulary flashcards with English translations on the flip side so you can study on your own, or ask someone at home to quiz your knowledge. Using picture flashcards is another great option.

    6)       Use Spanish out of the school setting, for example, order your meal in Spanish in a Mexican restaurant. If traveling to a Spanish-speaking country use the Spanish you learned in class, for instance ask for directions, price of souvenirs etc.

    7)       Avoid using online translators when doing your homework, online translations are most of the time inaccurate.

    8)       Most importantly, ask questions when something is hard for you to understand or request for after school extra help if necessary. 

• SPANISH III - (8254 - CP) - Grades 10, 11, 12.

  • Outline of the Year

    The purpose of the class is to teach students one of the most spoken languages in the world, Spanish. Through the study of this language they will explore and gain understanding of the Spanish speaking countries. Furthermore, they will be able to contrast, identify differences as well as similarities between the American and Hispanic cultures. 

     Goals and Objectives 

    This course will follow Paso a Paso 3  book and aligned to the DOE Massachusetts frameworks. The course is conducted in Spanish. The Spanish III course places more emphasis on grammar, vocabulary, and culture. Students will continue to acquire fluency in Spanish through activities sequenced from guided vocabulary and structured exercises to more open-ended questions that lead to opportunities for creative expression. Students will have announced tests, quizzes, and will write short guided compositions. They will make oral presentations in Spanish and participate in class discussions. This course uses an edition of Paso a Paso 3 with grammatical concepts described in English.

     Paso a Paso 3

    

    Theme	Objectives	Grammar	Reading
    Capítulo 1 La Identidad	-Describir las cualidades de una persona -Describir como te relacionas con los demás -Hablar sobre cuál es tu papel en la sociedad -Comparar tus relaciones con la familia, amigos y compañeros con las de los jóvenes hispanos	-Repaso: mandates afirmativos con tú -Complementos directos e indirectos -Otros usos de lo	El valor de las opiniones Autor: Don Juan Manuel
    Capítulo 2 La ciudad y el campo	-Describir cómo es la vida en un lugar -Comparar la vida de antes con la vida de ahora -Indicar las ventajas y las desventajas de vivir en cierto lugar -Comparar la vida de la ciudad con la vida del campo en los países hispanos	-Repaso: El imperfecto -Repaso: Otros usos del imperfecto El participio pasado como adjetivo	El vendedor de globos Autor: Tío Patota
    Capítulo 3 El arte	-Describir una obra de arte -Interpretar el mensaje de una obra de arte -Dar una opinión sobre una obra de arte -Identificar algunos de los principales pintores del mundo hispano	-Repaso: El pretérito del verbo poner, influir y contribuir Repaso: El imperfecto progresivo Repaso: El uso del pretérito y del imperfecto progresivo	La persistencia de la memoria: El arte viviente Autores: Patricia Harris y David Lyon
    Capítulo 4 La televisión	-Dar tu opinión sobre los programas de televisión -Comentar programas de televisión que has visto -Describir cómo te influye la televisión -Comparar la influencia de la televisión en los Estados Unidos con la influencia que tiene en los países hispanos	- El presente perfecto -Los participios pasados irregulars -Repaso: El pretérito de poder, tener y estar -Repaso: El pretérito de decir y dar	La sexta tele Autor: Alfredo Gómez Cerdá
    Capítulo 5 La civilización maya	-Describe las características de la civilización maya -Hablar de las contribuciones de la civilización maya -Explicar cómo nos han influido otras civilizaciones -Identificar lo que sigue existiendo de la civilización maya en la vida de hoy	-Hace… que/Hacía…que -El pluscuamperfecto -El verbo seguir y el presente progresivo	Quetzal no muere nunca Una leyenda de Guatemala
    Capítulo 6 Tecnología y comunicación	-Escribir y enviar una carta -Hablar de diferentes medios de comunicación -Dar tu opinión sobre las comunicaciones en el futuro -Explicar el impacto de la tecnología en la vida diaria de los países hispanos	-Repaso: El futuro -Uso de los complementos directos e indirectos	Una carta a Dios Autor: Gregorio López y Fuentes   Apocalipsis Autor: Marco Denevi
    Capítulo 7 El servicio a la comunidad	-Hablar de cuales son tus responsabilidades en la sociedad -Expresar tu opinión sobre el trabajo voluntario -Describir las oportunidades de trabajo voluntario que existen en tu comunidad -Comparar el trabajo voluntario en los países hispanos y en los Estados Unidos	-Repaso: El subjuntivo -La voz pasiva: Ser + participio pasado	La pobreza Autora: María Luisa Góngora Pacheco
    Capítulo 8 Fenómenos extraordinarios	-Identificar y describer algunos fenómenos extraordinarios -Dar tu opinión sobre esos fenómenos -Indicar si estás seguro(a) o si dudas de algo -Comparar algunos mitos y leyendas de los países hispanos con los que existen en los Estados Unidos	-El subjuntivo con expresiones de duda -El subjuntivo: Verbos irregulares -El presente perfecto del subjuntivo	La herencia Una leyenda de México
    Capítulo 9 El trabajo	-Hablar de diferentes tipos de trabajo -Describir las cualidades y habilidades que se necesitan para realizar un trabajo -Explicar los pasos necesarios para buscar y consrguir trabajo -Hablar sobre cómo ha cambiado el mundo del trabajo en los países hispanos	-Repaso: Mandatos afirmativos y negativos con tú -El subjuntivo en cláusulas adjetivas -El subjuntivo con cuando	Naranjas Autora: Ángela McEwan-Alvarado
    Capítulo 10 El control de la violencia	-Describir un hecho de violencia -Hablar de las causas de la violencia y de sus efectos en la sociedad -Dar tu opinión sobre diferentes medidas para controlar la violencia -Dar ejemplos del control de la violencia en los países de habla hispana y en los Estados Unidos	-Mandatos afirmativos y negativos con Ud. y Uds. -El subjuntivo con expresiones de emoción	Espuma y nada más Autor: Hernando Téllez
    Capítulo 11 La mezcla de culturas	-Describir cómo interactúan dos o más culturas -Hablar de la fusión de culturas en España antes de 1492 -Explicar la fusión de culturas que tuvo lugar cuando los españoles llegaron a las Américas -Describir el impacto de diferentes culturas en los estado Unidos hoy en día	-El imperfecto del subjuntivo -El imperfecto del subjuntivo: Los verbos irregulares -El subjuntivo en frases con para que	Balada de los dos abuelos Autor: Nicolás Guillén
    Capítulo 12 El aprendizaje de otras lenguas	-Describir una situación donde es práctico hablar una lengua extranjera -Decir qué ventajas tendrás para tu futuro trabajo o profesión si sabes un idioma extranjero Explicar cómo una lengua te puede ayudar a comunicarte con personas de otras culturas -Comparar el aprendizaje de otras lenguas en los países de habla hispana y en los Estados Unidos	-El condicional -El imperfecto del del subjuntivo con si	Las salamandras Autor: Tomás Rivera

    Necessary Supplies

    Every student will need the following supplies and tools for this class:

     a)  Paso a Paso 3 book and workbook

    b)   English-Spanish Dictionary                                      

    c)   3-Ring Binder and lined paper

    d)   Pen, pencil and eraser                                               

    e)   Colored pencils and markers

    f)    Glue stick       

    g)   Book cover                    

    h)   Access to a computer with a word processor, PowerPoint and Internet connection at home.

    i)    Computer data storage device (USB stick)

    Grades

     I grade students fairly, and will provide them with useful feedback that can help them improve their work.  I will also be available after school to provide extra help and advice.  I want to help every student learn and guide them to their academic success.  However, grades are ultimately students’ responsibility, and if they want to improve their grade, they have to be willing to do the work.

    Spanish Weigh Grading 1/ Projects:............ 30% 2/ Exams:............... 25% 3/ Quizzes:............. 20% 4/ Participation:....... 15% 5/ Homework:.......... 10%

    \

    Letter Grade Meanings		Letter Grade Equivalents
    A	Excellent. (Outstanding accomplishment, showing mastery of content, creativity, and the ability to apply principles.)	A+    97-100   A      94-96   A-     90-93
    B	Very Good (Accomplishment above the average, and showing a significant degree of mastery, creativity, and ability to apply principles.)	B+    87-89   B      84-86   B-     80-83
    C	(Demonstrates a working knowledge of content and ability to apply the material learned.)	C+    77-79   C      74-76   C-     70-73
    D	Poor (A low passing mark, showing minimal accomplishment which should be considered unsatisfactory, especially for continuation in sequential courses.)	D+    67-69   D      64-66   D-     60-63
    F	Failure (Does not meet minimum requirements; a very poor level of accomplishment or failure to do required work; poor attendance may be a contributing factor along with attitude and effort.)	F       0-59
    I	(A temporary grade given for incomplete work due to illness or excused absence; must be made up before the end of the following marking period.)

     

    Teacher Expectations

     

    This is an academic elective. You are here to learn all you can and work hard. I am here to work hard and teach you. You will be surprised at how soon you will speak and understand if you give your best effort.

     

    1)    Students are expected to fully abide with KPRHS students/parents handbook and class rules and procedures.

    2)   Be respectful of your teacher, your peers and yourself by doing the right thing, in the right way, at the right     time.

    3)       Come to class with a positive attitude, willing, prepared and ready to learn.

    4)       Speak in Spanish as much as possible.

     

    Tips to improve your Spanish

     

    1)       To succeed in a foreign language you must be a risk taker and don’t be afraid to make mistakes. Learn from mistakes.

    2)       Be a good imitator.  Try to imitate your teacher’s pronunciation and practice with your peers in class.

    3)       If you have relatives or friends that are Spanish speakers, speak to them in Spanish.

    4)       Use the Spanish Lab in my website to listen to the vocabulary pronunciation for each chapter and review verb conjugations.

    5)       Make vocabulary flashcards with English translations on the flip side so you can study on your own, or ask someone at home to quiz your knowledge. Using picture flashcards is another great option.

    6)       Use Spanish out of the school setting, for example, order your meal in Spanish in a Mexican restaurant. If traveling to a Spanish-speaking country use the Spanish you learned in class, for instance ask for directions, price of souvenirs etc.

    7)       Avoid using online translators when doing your homework, online translations are most of the time inaccurate.

    8)      Most importantly, ask questions when something is hard for you to understand or request for after school extra help if necessary.

• AP SPANISH - Grade 12

  • Syllabus – AP Spanish Language

    • 

    • Course Overview

       This course is designed to develop students’ Spanish language skills.   The class will be conducted entirely in Spanish. 

      Grammar:  Students will able to implement a variety of grammatical structures using proper concordance and correct mechanics.  In each reading we list the “Skills” that will be reviewed.  We will do grammatical exercises to practice and give quizzes.

       Comparisons:  Students will develop insight into the nature of language and culture by comparing their own language and culture with the Spanish language and Spanish and Latin American cultures.  Students gain knowledge and understanding of these cultures.

      Communication:  Students will continue the path to mastering the skills of listening, reading, speaking, and writing Spanish.  Throughout the year the students will do practice exercises that are equivalent to those on the AP Test. 

      Reading:  Students will read and analyze authentic Spanish and Latin American literature in short stories and poetry.  They will also read Spanish-language articles from newspapers, internet news articles, emails, and websites.   

      Writing: Students will express themselves accurately and fluently in writing.  They will produce formal essays and compositions modeled after the AP-style. Students will write about the readings, for example, summarizing the plot, creating original beginnings and endings to stories, as well as writing original stories, dialogues and poetry. 

      Listening:  Students will develop skills by listening to authentic Spanish-language news broadcasts, and conversations via the internet.  Some website sources include BBC Mundo, CNN en Español and different countries’ newspaper websites. The textbook provides auditory activities that directly relate to the readings as well as simulated conversations. They will do listening comprehension activities based on other media such as music and movies. Technology equipment includes LCD projector, trips to the media center and weekly use of the Language Lab. 

      Speaking: Students will communicate with one another in the language lab and record themselves.  Some activities include class discussions and debates, role-playing, simulated conversations and formal presentations. 

      Year-long project:  Each student will be assigned a Spanish-speaking country at the beginning of the course and throughout the year he/she will have to research and report to the class on history, facts and current events from that country.

       Grading:  The students will be evaluated on their writing, speaking, listening and reading comprehension skills with quizzes and practice exercises from the AP Spanish book using AP rubrics.

       Sources:

      • Abriendo Paso Lectura

      • Abriendo Paso Gramatica

      • AP Spanish Preparing for the Language Examination

      • Language Lab

      • Newspapers

      • Literature books

      • Internet websites

    • AUGUST 2010

      Summer Reading and assignments   “El fotografo de la muerte” by Mario Bencastro “La limosna” by Jose Ruben Romero “El huesped” by Amparo Davila

    • 	Theme	Reading	Grammar	Assessments
      SEPTEMBER	Coming of Age	“Adolescencia” by Vicente Aleixandre   “Soy Bernardino” by Ana Maria Matute.	* Subject pronouns and prepositional pronouns. * Imperfect subjunctive and conditional. * Present tense and present progressive. * Present subjunctive. * Use of subjunctive with “como si” and “como no”. * Preterite and Imperfect.	* Essay on less-fortunate adolescents and delinquents. What society should do about them. * Research on problems of adolescents in his/her Spanish-speaking country.
      	Theme	Reading	Grammar	Assessments
      OCTOBER	Poetry and Theater	“Proverbios y Cantares” by Antonio Machado   “Me gusta cuando callas” by Pablo Neruda   “Oda al tomate” by Pablo Neruda   “Delantal Blanco” by Sergio Vodanovic    “Jaque mate en dos jugadas” by Isaac Aisemberg	* Present Indicative. * Imperfect Subjunctive. * Adjectives: including demonstrative and possessive. * Ser and Estar. * Reflexive Verbs (in present) * Future. * Commands. * Interrogatives and  exclamations.	* Compose own Ode.  * Dramatic presentation: Find a poet from his/her Spanish-speaking country and research.  He/she finds a poem and presents it.  * Students find an authentic recipe from his/her own country, prepare it and present it using commands.
      	Theme	Reading	Grammar	Assessments
      NOVEMBER	Immigration	“Cajas de Cartón” by Francisco Jiménez    “Naranjas” by Ángela McEwan-Alvarado   “Cartas de Amor traicionado” by Ísabel Allende	* Object pronouns * Gustar * Compound prepositions * Idiomatic expressions * Past perfect * Comparisons	* Compare/Contrast of stories. * Debate on Immigration topic. * Paper on immigration issues related their Spanish-speaking country. * Research on immigration policies of  his/her country.
      	Theme	Reading	Grammar	Assessments
      DECEMBER	Fiestas and Traditions	“La Tomatina” by Alberto Íbañez   “La Fiesta de San Fermín” by Carmen Roman	* Pluperfect indicative * Impersonal “se” * Relative pronouns * Use of “por” and para”	* Research different celebrations and dances from the country and present them. * Essay: compare and contrast them with those from the U.S.
      	Theme	Reading	Grammar	Assessments
      JANUARY	Spanish Civil War Dictatorship & Politics	“La Viuda de Montiel” by Gabriel García Márquez   “Un día de Estos” by Gabriel García Márquez   “Espuma y Nada Más” by Hernando Téllez	* Preterite and imperfect and Pluperfect Indicative * Imperfect and pluperfect subjunctive * Por/para * Idiomatic expressions	* Paper on corrupt leaders/dictators from his/her country. * Debate: today’s politics and government systems. * Midyear exams. * Comparison of  “Un día de Estos” with “Espuma y Nada Más”. * Movie: Mar Adentro
      	Theme	Reading	Grammar	Assessments
      FEBRUARY-MARCH	Euthanasia Death Penalty	“Nosotros, No” by José Bernardo Adolph   “La Venganza Campesina” by Manuel Zapata Olivella   “El Hombre” by José Sánchez – Boudy    “La Rosa” by Enrique Anderson - Imbert	* Imperfect and pluperfect subjunctive. * Direct and Indirect Object Pronouns.	* Presentation: reporter interviews the  author about the invention (based on the story “Nosotros, No”).   * Paper on end of life decisions: pros and cons based on the movie and story. * Debate about the death penalty. * Compare about death penalty in some states of the United States and Hispanic countries.
      APRIL	AP Spanish Language Exam Preparation
      MAY	AP Spanish Exam

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The purpose to learn Spanish is to be able to communicate with millions of Spanish-speaking people around the world .

updated on 05/02/12

Copyright © 2007-2012 Martha Abeille