Mr. De Valoes, M. Ed. E-Mail: Leonardo_P_De_Valoes@fc.mcps.k12.md.us

Room: F117 Office Phone: 301-989-6059

“Man lives consciously for himself, but is an unconscious instrument in the attainment of the historic, universal, aims of humanity.” Leo Tolstoy (1829–1910), Russian novelist, philosopher.

“Consider your breed; you were not made to live like beasts, but to follow virtue and knowledge.” Dante Alighieri (1265–1321), Italian poet.

“When a nation is filled with strife, then do patriots flourish.” Lao-Tzu (6th century B.C.), Chinese philosopher.

SpanishFrench 2A: Contents & Thematic Introductions

1. Mi World / Mi Mundo

Who Am I ?/ ¿Quién soy yo ?

School Life out / La vida escolar.

Daily Routines and Chores / La rutina diaria y Los quehaceres.

2. Around Town / Por la ciudad.

Shopping/De compras.

Community/La comunidad.

Course Description

MY WORLD/MI MUNDO

The curriculum for Spanish 2 begins with a focus on the students and then gradually expands to include their school life, their social life, and their daily routine, both before and after school. The school year's first topic, Who Am I?/¿Quién soy yo? requires students to look inward and gather the basic information about themselves that they need in order to exchange and interpret information about physical and personality characteristics, origin, and basic personal interests. In order to perform these tasks, students review the present tense of regular -ar, -er, and -ir verbs, in the present tense, question formation, the present tense of irregular verbs ser, estar, ir and tener, and regular and irregular adjective agreement including buen and mal. Moving beyond themselves, students identify well-known Spanish-speaking contemporary personalities and characters from literary works based on physical descriptions. In addition, students gain cultural perspectives by comparing well-known Spanish-speaking personalities or literary characters to those from the U.S.

The second topic, School Life/La vida escolar, moves students from the focus on themselves to a consideration of what they do for the largest part of their waking hours: study and participate in extracurricular activities at school. Students reflect on the school environment in order to exchange, interpret, and present school-related information. In order to perform these tasks, they review tener que + infinitive. Other structures that students use are the affirmative and negative words, hace + expressions of time + que, hay que/se prohíbe + infinitive, comparatives with tan/como and superlatives with tanto/como, the present tense of saber and conocer, and stem-changing present tense verbs. These structures enable students to communicate about current school experiences.

Culturally, students are able to compare the school life and the daily routines of students in Spanish-speaking countries with those of students in the U.S. In order to further enhance their understanding of differences in the practices of the various Spanish-speaking cultures, students discuss the roles of students and teachers, and the importance of team sports. Additionally, students compare the grading systems in a Spanish-speaking country to those in the U.S.

The third topic takes students from school back into their homes, where they exchange information about Daily Routines and Chores/La rutina diaria y los quehaceres using reflexive verbs in the present tense. In order to give and respond to instructions regarding household chores, students use the familiar command forms including direct object pronouns with the command forms when appropriate. To discuss what they need to do around the house, students use deber / hay que / tener que + infinitive and the verb poner. They will also begin to use the long form of the possessive adjectives. As part of their home routine, students compare daily routines and household chores of Spanish-speaking young people to those in the U.S.

AROUND THE TOWN/POR LA CIUDAD

The second theme of the semester focuses students' attention on popular pastimes, beginning with shopping, and how they get from place to place in the community in order to find and purchase what they need. By the end of the theme, students exchange information about sports and other activities focusing on what they do, did and are planning to do. The first topic, Shopping/De compras, requires students to communicate about fashion, a domain of direct and personal interest to students. They request sales assistance, express their preferences for style and design with respect to specific occasions, and interpret prices, sizes, and styles. They use the preterite tense of regular verbs as well as the irregular yo form of the –car, -gar, -zar verbs in order to describe past shopping experiences to their peers. Direct object pronouns are reviewed in the context of shopping for clothing as well. In order to talk about shopping experiences and purchases, they use numbers to 1,000,000, review the metric system, and use exchange rates to convert prices. In order to further enrich their understanding of shopping and clothing, students use a variety of sources to obtain up-to-the-minute consumer information, and examine the practice of bargaining, both in the U.S. and abroad. They compare the practice of how clothing is sized in both cultures and compare the three levels of proximity with este, ese, and aquel.

The second topic, Community/La comunidad has students identify and give directions to the kinds of stores that they especially like to patronize, and identify the products they typically purchase. Using the metric system to measure distances as well as their map-reading skills, they practice giving and following directions to specific stores and locations. They compare their own culture with that of Spanish-speaking countries by examining shopping customs and practices as well as the types of stores and products that are available. They also use community resources to identify businesses that serve the Spanish-speaking population. In order to understand shopping customs, students compare the use of the suffix -ería in specialty stores with the English equivalents. They then learn to use affirmative formal commands, the preterite of irregular verbs: ir, ser, estar, and hacer to tell where they have been and why, and the present tense of salir, venir, and decir to discuss what they have said and done.

Grading Format (Per Quarter)

Type of Evaluation Percentage % Value

Summative Assessment 30%

Formative Assessement 20%

Worksheets 10%

Quizzes 15%

Lab Project 15%

Journal 10%

Oral Assessment 20% of Final Exam

Spanish 2A

Theme: MY WORLD/MI MUNDO

TOPIC	Communication Goal 1	Cultures Goal 2	Comparisons Goal 4	Essential Structures
	PERFORMANCE INDICATORS
1. Who Am I? ¿Quién soy yo?	1.1, 1.2, 1.3 Exchange, identify, interpret, and present personal and biographical information including physical descriptions, personality characteristics, origin, and interests.	2.2 Identify and describe physical and personality characteristics of well-known, Spanish-speaking contemporary personalities or characters from literary works.	4.2 Compare a well-known Spanish-speaking personality to a well-known personality from the U.S.	Regular and irregular adjective agreement including buen, mal Review: -present tense -ar,-er, -ir verbs -question words and question formation -present tense of irregular verbs: ser, tener, estar, ir
2. School Life La vida escolar	1.1 Exchange information about present school classes and school-related activities. 1.1, 1.2, 1.3 Interpret and describe a daily school routine including course schedules and extracurricular activities in a Spanish-speaking country. 1.3 Present information comparing your school life to that of a student in a Spanish-speaking country.	2.1 Describe the programs of study and the mandated courses at a Spanish-speaking school. 2.1 Describe the importance of extracurricular activities and team sports.	4.1 Compare the verb structures used with “for + period of time” and the equivalent with hace in Spanish. 4.2 Compare the grading system in a Spanish-speaking country to that in the U.S.	Stem-changing verbs in present tense Comparative (más/que, menos/que, tan/como, tanto/como) and superlative Conocer and saber in present tense Hace+ time expressions (in present) + que Hay que/Se prohíbe + infinitivo Salir(bien/mal) Review: - tener que
3. Daily Routines and Chores La rutina diaria y los quehaceres	1.1 Exchange information about daily routines and common household chores in present time. 1.1, 1.2 Interpret situations regarding household needs and respond with proper chore. 1.3 Present a daily routine.	2.1 Identify typical household chores in Spanish-speaking countries.	4.1 Compare formation of possessive adjectives (long and short forms) in English and Spanish. 4.2 Compare daily routines and household chores of Spanish-speaking young people and those in the U.S.	Reflexive verbs in the present tense Long form of possessive adjectives Affirmative familiar commands Familiar commands with direct object pronouns Deber/tener que/hay que + infinitive Poner

Connections Goal 3	3.1 Use technology to present information about yourself and/or your school for the Spanish-speaking community.
Communities Goal 5	5.1 Find evidence of current events, community events, and holidays relating to Spanish-speaking cultures.* 5.1 Share an aspect of the Spanish-speaking culture and/or create a product to enrich the school community. 5.2 Listen to music, sing songs, and become familiar with music representative of the Spanish-speaking cultures. *Content may or may not be theme-related.

Spanish 2A

Theme: AROUND THE TOWN/POR LA CIUDAD

TOPIC	Communication Goal 1	Cultures Goal 2	Comparisons Goal 4	Essential Structures
	PERFORMANCE INDICATORS
1. Shopping De compras	1.1, 1.3 Exchange and present information about personal preferences for style and clothing for specific events. 1.1 Request sales assistance and state preferences for purchases. 1.2 Interpret size, price, and style of clothing items from authentic sources. 1.3 Describe a past shopping experience.	2.1 Describe the concept of bargaining in Spanish-speaking cultures.	4.1 Compare the Spanish and English use of three levels of proximity (este, ese, aquel). 4.2 Compare sizing systems in the U.S. with those in Spanish-speaking countries.	Preterite of regular verbs Preterite of irregular verbs yo: -car, -gar, -zar Demonstrative adjectives Numbers to 1,000,000 Review: -direct object pronouns
2. Community La comunidad	1.1 Identify types of stores and their products. 1.1 Ask or give simple directions to specified locations, including specialty stores. 1.2 Follow oral and written directions to a specified location. 1.3 Provide directions to a specified location.	2.2 Identify and describe the types of stores and markets in a Spanish-speaking country.	4.1 Compare the use of suffix -ería in specialty stores to the English equivalents. 4.2 Compare shopping customs in Spanish-speaking countries and the U.S.	Preterite of irregular verbs: ir, ser, estar, hacer Affirmative formal commands

Connections Goal 3	3.1 Apply the metric system to measure distances. 3.1 Use exchange rates to convert prices. 3.1 Use map-reading skills to follow and give directions.
Communities Goal 5	5.1 Find evidence of current events, community events and holidays relating to the Spanish-speaking cultures.* 5.1 Use community resources to identify businesses that serve the Spanish-speaking community. *Content may or may not be theme-related.

Assessements Explanation and Policies

Summative Assessment

At the end of each unit theme, there will be a comprehensive exam covering all the topics discussed in the unit.

Formative Assessement

At the end of each topic, there will be a formative exam covering all material covered in class.

Worksheets

For each chapter you will receive a worksheet or a non-essay based homework assignment. These assignments will normally be due the next day of class.

Quizzes

Quizzes will be given throughout the study of each topics as needed.

Journal

This is a collection of all your work in this course. You must keep all your work, neatly in this notebook, regardless of the grade you received. The idea of the notebook is to have a working study aid for the big Final Exam.

Computer Lab Projects

You will be given an assignment to complete during class, in the Media Center, or in one of the Computer Labs. It is your responsibility to make sure that you have a current and active school computer password.. We cannot access your password during class.

Oral Assessment

Once a month, you will be given an oral exam on the topics discussed in class. The oral exams count as part of you final exam grade only.

Due Dates and Deadlines

Each assignment will have a due date. This is the date by which you are expected to submit the assignment. Your grade will drop one letter grade if it is not turned in by the due date. The deadline is the last day an assignment will be accepted for a grade. No work will be accepted after the deadline and an E will be recorded.

Extra Credit

The will be no extra credit.

Loss of Credit

A student who accumulates five or more unexcused absences in any class during a semester will lose credit for that course. Three unexcused tardies to any individual class equates to one unexcused absence as well. All unexcused absences count toward loss of credit (LC).

Top 10 Class Rules

I) Make-up tests are your responsibility. You must tell me that you need a make-up test. Make-up tests will be different and have a different format than the original test.

II) Be on time each day. When the bell rings, you must be in your seat. If you are standing around talking, you will be marked tardy.

III) You will be assigned a seat and will be expected to sit in that seat each day. If you are sitting in an unassigned seat, you will be marked absent.

IV) Be prepared. Bring paper, pen or pencil and your notebook to class each day. You will not be permitted to go to your locker or to another classroom to get your notebook or assignments once class has started.

V) Do not bring food, drink, or gum into my classroom. We take pride in our school. Our classrooms are fresh and clean. Do not write anything on the desks. Let’s keep it that way.

VI) It is your responsibility to make sure that your assignments are completed and turned in on time. It is your responsibility to pick up your assignments and turn in your work the day after you return from any excused absence. Being absent from class does not excuse you from doing the assignment. It is your responsibility to collect and complete missed assignments when you are absent.

VII) The bell does NOT dismiss class. When it is time to go, at the end of the period, I will dismiss you if everything is in order.

VIII) No one will be allowed to sleep (or put their head down) in class. If you have a health issue, please let me know. Your privacy will be completely respected.

IX) Practice French. An important goal of learning French is to be able to communicate. It is necessary that you practice French as much as possible. Take every opportunity to practice in class by: participating in class, speaking to your classmates in French, speaking to your teacher in French, and talking to your French-speaking friends.

X) School rules will be adhered to strictly. You are expected to know them and follow them. Any variation will result in immediate disciplinary action.