..
..
..
..
..
DR. KEVIN RILEY, EXECUTIVE DIRECTOR
[email protected]
DR. RYAN SANTOS, LEAD COUNSELOR
[email protected]
619)934-7000 fax (619) 422-0356
BAYFRONT CHARTER HIGH SCHOOL
[Spanish 2 for Native Speakers] Syllabus
PART I. CONTACT INFORMATION
Teacher: Armando Vidales
Phone: 619-974-4000
Class Website:
http://avidales1.wix.com/world-languages
Period: 2
Email:
[email protected]
om
Location: RM 153
PART II. OVERVIEW
A-G: This course will meet
the
?
subject requirement for the University of California
This course fulfills the graduation requirements for Bayfront Charter High School
Course Description
The Spanish 2 Native Speakers course is for the Spanish speaker who has been educated in English and
whose primary language for reading and writing is English. Instructional emphasis is on accelerated
language acquisition, with expansion and systematic strengthening of the student’s informal Spanish
language proficiency and knowledge of Hispanic culture.
Course Purpose
............................
The Spanish for Native Speakers 2 course’s main purpose is to emphasize grammar, reading, and
composition skills.
It has been designed for the native Spanish speaker, and in order to meet their needs specific content areas
will be advanced study of vocabulary, speaking and writing skills, and grammar, as well as some Hispanic
literary excepts from texts representing the Spanish-speaking world: Mexico, Central America, Spain, and
South America.
Course Objectives
By the end of this course, students will:
* Increase their vocabulary and use it accordingly, regardless of their Native Spanish Speaker level
* Learn and utilize diverse verb-tenses appropriately, and feel more comfortably using them
* Have been exposed to a variety of culture, music, and gastronomy from the Hispanic World
* Increase their Geography level, learn about famous monuments and museums from many places
* Be exposed to regional varieties of the Spanish language
PART III. ASSIGNMENTS
Course Assignments and Projects
Key assignments/projects are described in the course outline.
Instructional Strategies & Methods
The course will use individual, pair, and group activities, along with teacher-led instruction. Students will be
watching authentic videos in the target language, and listening to audio files to increase their
comprehension. There will also be short student-performed skits, vocabulary and grammar drills, journaling,
and writing. Using all of the above will allow students to show the knowledge they have acquired throughout
the course. Technology will be used daily in many different ways: videos, audio files, creating short videos,
writing (postcards, e-mails, skits) and visiting a variety of web sites in the target language for listening and
reading comprehension.
PART IV. GRADING POLICY
97 - 100
93 – 96
90 – 92
87 – 89
83 – 86
A+
A
A–
B+
B
80 – 82
77 – 79
73 – 76
70 – 72
< 69%
BC+
C
CI (Incomplete)
Late and Make Up Work
Late work policy: All work is due by the due date for that assignment. However, students that have
difficulty meeting these due dates may talk to the teacher about an alternate due date. These
conversations need to happen before the original due date for the assignment. If a student is absent,
their work is due the day that the student returns. If this is not possible, the student must make
arrangements with the teacher. This is the student’s responsibility.
Extra Credit
If a student is responsible in class throughout the whole term, there is no need to get extra credit.
Students have to remain on task, and learn to be responsible.
Incomplete Grade
If a student has an “Incomplete” at the end of the grading term, he/she may have the opportunity
to either make up work or to retake the course to replace that “Incomplete grade for course credit.
Incomplete Grades: A student can get an incomplete grade in this course if he/she has an average
of below 70%. In these situations, there are two paths that a student may be put on. If a student has
a 60%-69% in the class at the end of the semester, the student will be able to complete some make
up work and take an alternative assessment to show his/her content knowledge. If all make up
work is satisfactory and proves content knowledge, the grade will be adjusted to reflect the
student’s competency. The amount of time given to the student to complete the makeup work will
depend on the amount of work the student needs to make up, and will be determined through
conversations with the student, parent, and teacher.
If a student has below a 60% in the course at the end of the semester, the student will be asked to
retake the entire course during another semester.
In either case, parents and students will be clearly communicated with prior to the conclusion of
the semester, so that the student has ample time to work to adjust their grade prior to the end of the
semester. Parents will be able to check grades on Jupiter Grades and progress reports and
conferences will regularly be given. Parents and students should feel free to contact the teacher if
they have any questions about work in class so as to ensure that parents, students, and the teacher
are all clear about expectations.
PART V. BEHAVIOR EXPECTATIONS
School-wide Behavior Standards
• Students must be in their seat, on time, and ready to learn every day
• Students must demonstrate respect for other people
• Students must demonstrate respect for the property of others
• Students must demonstrate respect for our culture of learning
Classroom Policies
• Cell Phones: There is no need for a cell phone in class. Students will be asked to put
them away; however, the teacher may take the device if a student continues to use the
device after the warning. If the teacher confiscates the device, a parent will be notified and
the return of the device will be negotiated between the teacher and parent.
• Food and drinks: There is a nutrition break daily. Food and drink will not be allowed in
the classroom. This is a school-wide policy.
• Tardies: After several tardies, teacher will be contacting parents to notify them.
• Absences: It is the student’s responsibility to get any missing assignments or homework.
The student will get full or partial credit, depending on the case, after completing it and
showing it to the teacher.
Digital Use Policy
The Bayfront Charter High School Digital Use Policy is available in the Parent
Handbook, the school website, and in the main office.
PART VI. RESOURCES FOR PARENTS
• Bayfront Charter High School Website: www.bayfrontcharter.com
• Classroom website:
• Jupiter Grades: www.jupiterEd.com
• Common Calendar (listing homework assignments, due dates, events and projects)
www.bayfrontcharter.com/calendar
• California Department of Education (CDE): http://www.cde.ca.gov/index.asp
• Career Technical Education (CTE): http://www.cde.ca.gov/ci/ct/
Important Dates
January 7: The Second Term begins
February 6: 5-week Progress Reports are issued
March 20: 10-week Progress Reports are issued
March 23-27: Parent Conference Week
March 30-April 3: Spring Break
June 1-5: Finals Week
June 5: Last Day of the Second Term
PART VII. TENTATIVE COURSE OUTLINE
Week
1/12-1
6
Unit 1
La aventura
de viajar (The
Adventure of
Traveling)
Vacation Plans and Hotels, airplane travel; Past participle,
present perfect, and past perfect; Future and conditional, future
and conditional of probability
1/20-2
3
Unit 2:
¿Cómo es
nuestra
sociedad?
(What is Our
Society Like?)
Family, society, and social problems; College education and
finances; Present subjunctive in noun and adjective clauses;
Present subjunctive in adverbial clauses; Present perfect
subjunctive, imperfect subjunctive
1/26-3
0
Unit 3
¡Hablemos de Painting and music; Sculpture and literature; Future perfect and
arte! (Let’s
conditional perfect; Passive voice, passive se and impersonal
Talk About
se; Relative pronouns; se for unintentional occurrences
Art!)
2/2-6
Review Units
1,2,3
Projects
U1 Students write an e-mail to a friend about a future trip using
the future and conditional tenses
U2 Students create a short video about what they would do if
they won the lottery
U3 Students research a museum in a Hispanic country, find
works of art they like explaining why they like them, and create
a document for sharing
2/9-12
Unit 4
Ver, divertirse
e informarse
(Seeing,
Having Fun,
and Getting
Information)
Television programming and advertising; News coverage,
media, and current events; Imperfect subjunctive in adverbial
clauses; More uses of the imperfect subjunctive; Past perfect
subjunctive, sequence of tense
2/17-2
0
Unit 5
La presencia
hispana en los
Estados
Unidos
(Hispanic
Presence in
the United
States)
Hispanics in the United States since the XVI Century; Selected
Reading (different genres); Hispanic World; Being Bilingual;
Things to Know about the Spanish Alphabet, Similarities and
Differences Between Spanish and English Spelling; Dividing
Word in Syllables in Spanish, Capitalization; Other Personal
Pronouns (vosotros, vosotras, vos); Spanglish and Spanish
Spoken in the United States
2/23-2
7
Unit 5-6
Los mexicoamericanos
(MexicanAmericans)
Mexican-American Roots; Selected Reading (different genres);
Famous Mexican-Americans; Rules of Accentuation,
Punctuation Marks; Borrowed Words from English
3/2-6
Unit 6
Los mexicoamericanos
(MexicanAmericans)
Mexican-American Roots; Selected Reading (different genres);
Famous Mexican-Americans; Rules of Accentuation,
Punctuation Marks; Borrowed Words from English
3/9-13
Review Units
4,5,6
Projects
U4 Students will research current events, and create a written
report about at least three events they found interesting
U5 Students do a research about famous living Hispanics in the
United States, choose 3, create a document and show it to
other students
U6 Students do a research about the Mexican-American War in
both Spanish and English, get both sides of the story, and
create a document.
3/16-2
0
Unit 7
Los puertorriqueños
(PuertoRicans)
Puerto-Ricans in Puerto Rico and the United States; Selected
Reading (different genres); Famous Puertorican-Americans;
Rules of Accentuation, the b and the v, Homophone Words;
Gerund and Infinitive, False Cognates, Anglicisms
3/23-2
7
Unit 7-8
Los puertorriqueños
(PuertoRicans)
Puerto-Ricans in Puerto Rico and the United States; Selected
Reading (different genres); Famous Puertorican-Americans;
Rules of Accentuation, the b and the v, Homophone Words;
Gerund and Infinitive, False Cognates, Anglicisms
Spring Break (March 30 - April 6)
4/7-10
*
Unit 8
Los cubanos y
los
cubanoamerican
os (Cubans and
CubanAmericans)
Cubans and Cuban-Americans; Selected Reading (different
genres); Famous Cuban-Americans; The use of c, s, and z;
More Homophone Words, Review Preterit and Imperfect;
Proverbs
4/13-1
7
Unit 8-9
La herencia
multicultural de
España (Spain’s
Multicultural
Heritage)
Spain Yesterday and Now; Selected Reading (different
genres); Legacy from Spain; The Use of g and j; Past
Participle (Regular and Irregular); Literary Proverbs,
Castilian Slang
4/20-2
4
Review Units
7,8,9
Projects
U7 Students do a research about the current political status
of Puerto Rico, historical issues (independence, fullstatehood, stay as it is) and share it with the class
U8 Students research about “The Cold War”, Communism,
create a document and share their thoughts to class
U9 Students research about famous people from Spain,
choose three, create a document and share it with the class
Los derechos
humanos
(Human Rights)
Violation of Human Rights in Latin America; Selected
Reading (different genres); Poverty, Child Labor; The r and
rr; Review Future and Conditional (Regular and Irregular);
Synonyms and Antonyms, Figurative Language
4/27-5/ Unit 10
1
5/4-5/8 Unit 10
Los derechos
humanos
(Human Rights)
Violation of Human Rights in Latin America; Selected
Reading (different genres); Poverty, Child Labor; The r and
rr; Review Future and Conditional (Regular and Irregular);
Synonyms and Antonyms, Figurative Language
5/11-1
5
Unit 11
La mujer y la
cultura (The
Woman and
Culture)
The Woman in Hispanic Society; Selected Reading (different
genres); Famous Women in the Hispanic World; The m and
the n; The letter h; Review Subjunctive (Regular and
Irregular Present Tense); Imperative, Idioms
5/18-2
2
Unit 11-12
Cruzando
puentes: el poder
de la palabra, la
imagen y la
música (Going
Across Bridges:
The Power of
Words, Images
and Music)
Media, Internet; Selected Reading (different genres);
Hispanic Musical Genres; The letters p, x (x and s);
Subjunctive Review (Imperfect, Regular and Irregular);
Subjunctive Review (Present Perfect and Pluperfect);
Idiomatic Phrases, Computer-Related Language
5/26-2
9
Review Units
10,11,12
Projects
U10 Students research about immigration to a country other
than the U.S. create a document and share it
U11 Students research about famous women in the Hispanic
World, choose three, create a document and share info. in
class
U12 Students research about 2 musical genres from
Spanish-speaking countries, create a document and share it
with the class
6/1-5*
(Finals
)