SPANISH 10
2016 - 2017
SPANISH 10 - 3Y
2016 – 2017
SEMESTER ONE
G. Noce Saporito
[email protected]
A. COURSE OBJECTIVES
The aim of Alberta Learning’s 2006 Spanish Language and Culture 10, 20, 30 Program of Studies
is the development of communicative competence in Spanish. For the purposes of this program of
studies, communicative competence is represented by four interrelated and interdependent
components:
Applications
Students will use Spanish in a variety of situations and for a variety of purposes.
A–1 to receive and impart information
A–2 to express emotions and personal
perspectives
A–3 to get things done
A–4 to extend their knowledge of the world
A–5 for imaginative purposes and personal
enjoyment
A–6 to form, maintain and change interpersonal
Relationships
Language Competence
Students will use Spanish effectively and competently.
LC–1 attend to form
LC–2 interpret and produce oral texts
LC–3 interpret and produce written texts
LC–4 apply knowledge of the socio-cultural
context
LC–5 apply knowledge of how text is
organized
Global Citizenship
Students will acquire the knowledge, skills and attitudes to be effective global citizens, through
the exploration of the cultures of the Spanish speaking world.
GC–1 historical and contemporary elements of
Spanish-speaking cultures
GC–2 affirming diversity
GC–3 personal and career opportunities
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SPANISH 10
2016 - 2017
Strategies
Students will know and use various strategies to maximize the effectiveness of learning and
communication.
S–1 language learning
S–2 language use
S–3 general learning
General Learner Expectations:
- knowledge, skills and attitudes for this level
- overall communicative, linguistic, and strategic abilities, and cultural knowledge.
Specific Learner Expectations:
- knowledge, skills and attitudes in more specific terms for this level. i.e.: what students are
able to demonstrate as learning outcomes in communication, language, socio-cultural
reality, and language learning components.
B.
CLASS EXPECTATIONS
All students are expected to:
1. Cooperate with one another and with the teacher;
2. Be punctual;
3. Attend all classes unless there is a reason to be away;
4. A note, email and/or phone-call from your parent(s) / guardian(s) is
required to explain all absences. If the absence should occur on an
examination day, or when a major assignment is due, notification
directly to Student Services is required.
5. If a student has an excused absence for an exam or assignment, it is the
student’s responsibility to contact the teacher to make alternative
arrangements.
C.
ASSIGNMENTS
1.
Usually, some class time will be devoted to assignments. Any work not
completed in class is expected to be completed for homework.
Whether or not homework has been assigned, students should get into the habit of
reviewing the new concepts taught in class daily.
2.
D.
ASSESSMENT PRACTICES:
 Late Assignments and Missed Exams:
Assignment extensions and rescheduling of quizzes, tests, and exams are granted only on
excused absences. In this case, the student will be allowed to complete their evaluation
within one week of their return only if they provide documentation to support their
absence.
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Academic Honesty and Integrity:
A student cheating on a quiz, tests, or an exam will automatically receive a mark of zero.
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SPANISH 10
E.
2016 - 2017
The Power School Grade Book Codes
Only the following may appear for a student on an assignment in a course.
1.
a numeric value
2.
“ √ “ [Green “check mark’] This indicates an assignment has been received
3.
Late “L” (Red ‘L”) – this indicates that the assignment is has not been turned in
on time. No change to the course grade will result.
4.
Exempt “EX” (Grey “EX”) – this is used for all items that are not to be
included in that student’s grade calculation. (see disclaimer) No change to the
course grade will result.
5.
Missing “M” (Tan “M”) – The student has missed an assessment but has the
opportunity to complete the required work. The work will be evaluated when
submitted according to a timeline set up in consultation between the student and
the teacher. This code will calculate as a zero until the code has been replaced
with a numeric value.
Please Note: A range of assessment information is used to determine a student’s final grade. At
Archbishop MacDonald High School, individualized assessments provide specific information
regarding student progress and overall performance in the course. Student assessment may vary
from student to student to adapt to differences in student needs, learning styles, preferences, and
paces. Due to special circumstances assessment criteria may vary from student to student in the
same course. Please note that not all assignments are used to determine the final grade. If a
student has an excused absence for an exam or assignment, it is the student’s responsibility to
contact the teacher to make alternative arrangements.
F.
EVALUATION
Evaluation in Spanish is based on the five abilities basic to language learning (aural
comprehension, oral production, reading and writing, and cultural understanding). Based on the
suggested allotment of time for skill development of the Spanish Program of Studies marks for
each report card will be allocated as follows in a cumulative format:
85%
Course Work
-tests
-projects and/or assignments (some research may be involved)
-grammar and writing exercises
-reading comprehension
-listening comprehension
-oral presentations
15%
Final Exam
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SPANISH 10
G.
2016 - 2017
COURSE CONTENT
Spanish 10 is the first course in the Spanish 10, 20, 30 stream of the Spanish
Language Program. The text to be used for the course will be Navegando. In
addition, other texts and online resources will be used.
Topics Of Discussion Will Include:
o people around me
 - greetings
 - personal information
 - people and description
 - professions/occupations
 - clothing
 - the body
 - family and friends
o school
 - school facilities
 - in the classroom
 - time and calendar
o activities
 - in the home
 - in the community—places, transportation, weather
 - favourite activities
o celebrations—introduction to Spanish-speaking world (geography)
o Any other areas that meet the needs and interests of the students
Grammatical Concepts Include:
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SPANISH 10
me/te/le/nos/les/os gusta (n)
pronouns after prepositions: mí, ti, él, ella, usted, nostros/as, vosotros/as,
ellos/as, ustedes
adverbs ending in mente
caer bien/mal
commonly used verbs: querer, ir, hacer, poder, venir, salir, jugar, saber
possessive adjectives: mi, tu, su, mis, tus, sus, nuestro/a (s), vuestro/a (s)
demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as,
esos/as, aquellos/as
affirmative commands (tú and ustedes/vosotros forms, for commonly used
verbs)
affirmative and negative expressions: alguien, nadie, algo, nada
reflexive verbs
present progressive (estar + gerund)
affirmative/negative/interrogative sentences in the present tense
regular –ar, –ir, –er verbs in the present tense
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SPANISH 10
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H.
2016 - 2017
gender and number of nouns, adjectives
commonly used verbs: ser, estar, tener, ser vs. estar
tener que + infinitive
ir + a + infinitive (immediate future)
definite and indefinite articles: el, la, los, las, un, una, unas, unos
subject pronouns: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes
singular pronouns (yo, tú, él, ella) with regular verbs
regular verbs (1st, 2nd, and 3rd person singular)
affirmative and negative sentences
MATERIALS NEEDED
One
One
2” binder (3-ring)
Spanish-English dictionary (optional)
Note: Anyone requiring extra help should not hesitate to make an appointment to see me.
¡BUENA SUERTE!
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